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Identifying the environmental and systemic factors contributing to the underrepresentation of women leaders in the male-dominated information technology sector in the United States

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Identifying the environmental and systemic factors contributing to the underrepresentation of women leaders in the male-dominated information technology sector in the United States

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Content Identifying the Environmental and Systemic Factors Contributing to the
Underrepresentation of Women Leaders in the Male-dominated
Information Technology Sector in the United States
Denise J. Meyer
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024

© Copyright by Denise J. Meyer 2024
All Rights Reserved

The Committee for Denise J. Meyer certifies the approval of this Dissertation
Kimberly Hirabayashi
Anthony Maddox
Nicole Maccalla, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
The purpose of the study was to identify the environmental and systemic factors that may be
contributing to the underrepresentation of women leaders in the male-dominated information
technology (IT) sector in the United States. The conceptual framework of internal business
organizational environmental factors and systemic or societal factors highlighted the barriers that
may be preventing women from advancing in the IT sector. The research employed a basic
qualitative approach, utilizing semi-structured interviews with nine mid-level and senior-level
women in the U.S. IT industry. These interviews were recorded, transcribed, coded, categorized,
and analyzed to identify recurring themes. The analysis revealed ten prominent themes: five
internal organizational environmental influences and five systemic or societal challenges based
on one research question. The internal business organizational environmental elements included
organizational policies and practices related to promotion processes, performance evaluations,
organizational culture, career advancement opportunities, work-life balance, flexible work
arrangements, and other inclusive practices, mentorship, allyship, sponsorship, and in-group
distancing. The systemic or societal influences encompassed societal and cultural norms,
devaluing women’s competencies and expertise, stereotypes, gender biases, discrimination,
patriarchal work culture, and double standards in the workplace. Six recommendations for future
studies included intersectional identities, implementing work-life balance and flexible work
policies; creating mentorship, allyship, and sponsorship programs, including networking
opportunities; providing comprehensive bias and inclusion training; implementing
comprehensive diversity and inclusion programs; and promoting education and early STEM
engagement. These findings corroborated existing literature on the challenges encountered by the
women who participated in the study who hold IT leadership positions. Overall, this study

v
highlighted the implications for the U.S. IT sector and emphasized the imperative for further
research to address gender disparities within the U.S. IT sector.

vi
Acknowledgments
I am deeply grateful to our Heavenly Father, the three in one—God, Jesus, and the Holy
Spirit, for granting me the perseverance and resilience to pursue my doctoral degree. Throughout
the highs and lows of this endeavor, I have relied on His strength and guidance. The lessons I
learned have profoundly shaped my journey.
To my husband, Jim, and our beloved “Littles,” your unwavering support and
understanding have sustained me through this challenging journey. I am indebted to you for your
patience and sacrifices, especially when I needed to prioritize my studies. Our eldest passed
away while I was earning my degree; her spirit and loving heart continue to inspire me. I treasure
your memory and the precious moments we shared. I, your mommy, will always love you.
To my cherished babies, JiJi, Preenie (PJ), and Nico Nicholas, your presence brought
comfort and joy during the countless hours spent writing my dissertation. Your love and cuddles
provided solace amidst the demands of academia, and I am forever grateful for your
unconditional love.
To my parents, Sarah and Ken Meyer, and friends, your steadfast encouragement and
patient listening have been invaluable throughout this journey. Your advice and unwavering
support helped me navigate obstacles with resilience and determination. I am deeply grateful for
your presence in my life.
To the courageous women who participated in this study, thank you for your candor and
honesty. Your stories are testaments to the challenges and triumphs experienced by women in IT.
Your insights and experiences have been invaluable in amplifying your voices and increasing
awareness of areas for improvement in IT. I am privileged to have had the opportunity to speak
with each of you.

vii
I am sincerely grateful to the University of Southern California for accepting me into this
program. The knowledge and experiences I have gained at USC have helped me grow as a leader
and profoundly shaped my understanding of organizational change and leadership. I am deeply
indebted to USC for this transformative opportunity.
Lastly, thank you to my dissertation chair, Dr. Nicole Maccalla, and committee members,
Dr. Kimberly Hirabayashi and Dr. Anthony Maddox, for guiding my dissertation.

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Table of Contents
Abstract.......................................................................................................................................... iv
Acknowledgments.......................................................................................................................... vi
List of Tables ...................................................................................................................................x
List of Figures................................................................................................................................ xi
Chapter One: Introduction to the Study...........................................................................................1
Context and Background of the Problem.............................................................................3
Purpose of the Project and Research Question ....................................................................8
Importance of the Study.......................................................................................................8
Overview of Conceptual Framework and Methodology .....................................................9
Definitions..........................................................................................................................11
Organization of the Dissertation ........................................................................................14
Chapter Two: Literature Review ...................................................................................................16
Women’s Roles Within the IT Sector................................................................................17
Women Leaders Underrepresentation Across All Industries.............................................20
The Underrepresentation of Women Leaders in the U.S. IT Sector..................................23
Career Progression for Women in IT.................................................................................33
Conceptual Framework......................................................................................................38
Summary............................................................................................................................42
Chapter Three: Methodology.........................................................................................................43
Research Question .............................................................................................................43
Overview of Design ...........................................................................................................44
Research Setting.................................................................................................................44
The Researcher...................................................................................................................45
Data Collection, Instrumentation, and Analysis Plan ........................................................48

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Ethics..................................................................................................................................58
Chapter Four: Findings..................................................................................................................60
Research Findings..............................................................................................................60
Summary..........................................................................................................................102
Chapter Five: Recommendations.................................................................................................103
Discussion of Findings.....................................................................................................104
Recommendations............................................................................................................107
Limitations and Delimitations..........................................................................................114
Recommendations for Future Research...........................................................................115
Conclusion .......................................................................................................................117
References....................................................................................................................................119
Appendix A: Request to Participate Notification ........................................................................134
Appendix B: Interview Protocol ..................................................................................................135
Appendix C: Figure of U.S. Census Regions and Divisions of the United States.......................138

x
List of Tables
Table 1: Employed People, by Detailed Technology Occupation and Gender, 2021 Annual
Averages 5
Table 2: Internal Business Organizational Environmental Factors 27
Table 3: External Business Organizational Environmental Factors 28
Table 4: Systemic Factors Influencing Women in the IT Sector 31
Table 5: Participant Demographics 53

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List of Figures
Figure 1: Conceptual Framework-Reciprocal Relationship Between Internal Business
Organizational Environmental Factors and Systemic or Societal Factors 41
Appendix A: Request to Participate Notification 134
Appendix C: Figure of U.S. Census Regions and Divisions of the United States 138

1
Chapter One: Introduction to the Study
The purpose of the study was to identify the environmental and systemic factors that may
be contributing to the underrepresentation of women leaders in the male-dominated information
technology (IT) sector in the United States. Organizational environmental factors affect an
organization and are divided into two main categories: internal business factors and external
business factors (Duncan, 1972). The internal business organizational environmental factors,
such as the company’s human resources, corporate culture, and diversity and inclusion
initiatives, can directly influence the representation of women in leadership positions within the
IT sector. External organizational business influences, such as prevailing economic conditions,
technological advancements, and socio-political factors, play a crucial role in shaping the
representation of women in IT leadership roles. In addition, systemic elements like biases in
hiring and promotion practices, discrimination, and pay disparities may similarly affect women’s
representation in the upper echelons within businesses. Research conducted by Scholtens et al.
(2023) defined systemic factors as the interconnected components inherent in an organization,
influencing operations and outcomes. Similarly, Lehtonen (2023) described systemic factors as
the fundamental elements shaping an organization’s operational framework and driving results.
IT is defined as utilizing computers, storage, networking, and other technologies to manage
electronic data for businesses (Yasar, 2024). The focus is on hardware, operating systems, and
applications aimed to enhance business processes through technological optimization (Yasar,
2024). In this study, underrepresentation was characterized as a scenario where a specific
demographic group lacks proportional representation within a particular domain or field (Kaiser
& Spalding, 2015). Underrepresentation in this context signified women’s insufficient presence
in male-dominated fields. Such industries are typically characterized by a workforce composition

2
where over 70% of employees are male (Hulls et al., 2020). Kaiser and Spalding (2015) defined
male-dominated fields as occupations or industries where men outnumbered women, resulting in
women being underrepresented. These fields typically represent industries where women
historically faced low representation and encountered barriers to equal opportunities and
representation (Kaiser & Spalding, 2015). In the United States, only 6.5% of women worked
full-time in male-dominated occupations in 2020 (Catalyst, 2023b; Hegewisch & Mefferd,
2022). Male-dominated occupations pose challenging barriers that often exclude women from
employment (Bridges et al., 2022). These obstacles may include social, cultural, and gender
biases, workplace discrimination, harassment, devaluing women’s competencies and expertise,
and prevailing gender stereotypes favoring men as more capable of such roles (Bridges et al.,
2022; Byrne et al., 2005; Ericksen & Palladino Schultheiss, 2009; Fielden et al., 2000; Galea et
al., 2015; Ibáñez, 2016; Taylor et al., 2015; Whittock, 2002; Wright, 2013).
The IT profession remains a male-dominated field. Women in IT have historically
encountered social and professional exclusion, faced unconscious bias, and had limited
opportunities that hindered their full engagement in technology design, deployment, and
management (Armstrong et al., 2018; Trauth, 2002; Von Hellens et al., 2012; Williams, 2015).
Armstrong et al. (2018) conducted a study focused on the barriers faced by women in the IT
sector. Their research highlighted the obstacles hindering women’s advancement in IT and
emphasized the necessity for continued exploration and efforts toward fostering a more inclusive
work environment. The potential impact of this research on fostering a more inclusive work
environment is significant, as it could lead to a more diverse and innovative IT sector. Their
study emphasized social and structural factors as barriers to women’s career advancement and
persistence in IT and provided recommendations to enhance support for women’s advancement

3
(Armstrong et al., 2018). While ample documentation exists on diversity and inclusion issues in
IT, the situation does not show signs of improvement (Armstrong et al., 2018; Lee et al., 2016).
Although there are many qualified IT professionals, women and men are twice as likely to hire a
man over an equally qualified woman for IT jobs (Armstrong et al., 2018; Reuben et al., 2014).
This study sought to investigate the persistently low representation of women in
leadership positions within the predominantly male-dominated U.S. IT sector. The fact that this
issue persists despite substantial shifts in social equality policies and legislation underscores the
urgency of the problem. Women continue to hold disproportionately fewer managerial and
executive roles within IT. This study researched the interplay of organizational environmental
and systemic or societal factors contributing to this disparity. This study focused on the internal
business organizational environmental factors and excluded the external organizational
environmental factors. By examining the internal business organizational environmental factors
and systemic or societal factors, this study provided a comprehensive elucidation of the factors
influencing the continued underrepresentation of women in U.S. IT leadership roles.
Context and Background of the Problem
This study’s professional field of focus was mid-level and senior-level women who
worked in the U.S. IT sector when the interviews were conducted. The choice to focus on this
specific demographic is crucial as it sheds light on women’s unique challenges and barriers in a
male-dominated industry. According to the U.S. Bureau of Labor Statistics (2023), the labor
force participation rate in 2021 was 56.1% for women and 67.6% for men. These figures
revealed a lower rate for all genders in 2021 and illustrated the impacts of the COVID-19
pandemic on labor force participation. The U.S. Bureau of Labor Statistics also reported that the
extent of women’s involvement in the workforce changed significantly between the 1960s and

4
the 1990s, culminating at its peak in 1999. However, the participation rate for women in 2021
marked the lowest level of participation observed since 1987 (U.S. Bureau of Labor Statistics,
2023).
The rise in women’s workforce engagement from 1970 to 2021 was partially due to
women’s pursuit of advanced education (U.S. Bureau of Labor Statistics, 2023). During this
period, the percentage of women aged 25 to 64 with a college degree increased more than
fourfold, and women exhibited a higher tendency to engage in full-time, year-round employment
(U.S. Bureau of Labor Statistics, 2023). The U.S. Bureau of Labor Statistics (2023) also cited a
notable increase in workforce participation among women with children.
In 2021, women represented 52% of the workforce in management, professional, and
related occupations. (U.S. Bureau of Labor Statistics, 2023). Although women represented nearly
half of the U.S. workforce, their presence in IT remained disproportionately low. For example,
women accounted for less than 1% of computer and information research scientists, 11.8% of
computer network architects, 18.2% of information security analysts, and 19.7% of software
developers (U.S. Bureau of Labor Statistics, 2023). Table 1 presents a comprehensive view of
employment statistics within diverse IT occupations in 2021. It encompasses the total workforce
figures (in thousands) and the proportional representation of women across various roles within
the IT sector.

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Table 1
Employed People, by Detailed Technology Occupation and Gender, 2021 Annual Averages
Occupation Total employed
(1000s)
Women
%
Total, 16 years and older 152,581 47
Management, professional, and related occupations 64,744 52
Management, business, and financial operations
occupations
27,864 45.3
Management occupations 18,986 40.9
Computer and information systems managers 715 26.7
Managers, all other 5,235 36.4
Business and financial operations occupations 8,878 54.8
Professional and related occupations 36,880 56.9
Computer and mathematical occupations 5,688 26.2
Computer and information research scientists 41 -
Computer systems analysts 464 37.5
Information security analysts 152 18.2
Computer programmers 444 19.5
Software developers 1,932 19.7
Software quality assurance analysts and testers 74 46.5
Web developers 81 38.7
Web and digital interface designers 64 51.1
Computer support specialists 660 23.8
Database administrators and architects 111 35
Network and computer systems administrators 212 17.2
Computer network architects 102 11.8
Computer occupations, all other 889 27.2
Architecture and engineering occupations 3,235 17.4
Computer hardware engineers 88 13.4
Note. Adapted from U.S. Bureau of Labor Statistics (2023, April). Women in the labor force: A
databook. (https://www.bls.gov/opub/reports/womens-databook/2022/home.htm). In the public
domain.

6
Data concerning the presence of women in IT revealed a decline in women’s
representation within the IT sector between 1995 and 2024. The percentage of women working
in IT has declined over the past several decades (Armstrong et al., 2018; Landivar, 2013; Lee et
al., 2016). In 1995, women comprised 37% of computer scientists; in 2017, women represented
24% of computer scientists, but in 2022, the number dropped to just 22% (Girls Who Code,
2024). Without intervention, this percentage is poised to decline further (Girls Who Code, 2024).
Girls Who Code (2024) indicated that the most significant decline in female participation in
computer science occurs between the ages of 13 and 17. Cveticanin (2023) also found that the
representation of women in computer science has been on a downward trajectory over the past 4
decades, and this trend is reflected in a decline in the number of women across all IT fields.
Cveticanin identified 1984 as the pivotal year when women encountered significant pressures
forcing women out of the IT industry. Beginning in 1984, the number of women declined by
50% (Cveticanin, 2023). Cveticanin also cited that women held only 24% of computing jobs. In
addition, Cveticanin indicated that women represent only 19% of graduates in science,
technology, engineering, and mathematics (STEM) fields. Retention rates further worsen the
situation. Among women aged 35 and older, 20% remain in junior positions in the U.S. IT sector
(Cveticanin, 2023). Furthermore, on average, women leave the IT sector at a 45% higher rate
than men, citing poor management as a reason for leaving their organization (Cveticanin, 2023).
Cveticanin also estimated that the financial impacts on IT organizations attributed to inequities
amounted to $16 billion annually.
Venture capital investments exhibited a pronounced inequality between women-led and
male-led IT organizations. In 2016, investments in women-led IT organizations totaled $1.46
billion, significantly contrasting with male-led IT companies receiving $58.2 billion (Cveticanin,

7
2023). This information is helpful because it provides statistical data supporting the
underrepresentation of women in IT and emphasizes the need to address the environmental and
systemic factors that may be contributing to this problem.
Additionally, women in all industries in 2021 earned 83.1% compared to men, which
increased from 62.3% in 1979 (U.S. Bureau of Labor Statistics, 2023). Kochhar (2023) found
that women in all industries earned 82% of men’s earnings in 2022. This is only a slight increase
of 2% since 2002, when women earned 80% of what men earned (Kochhar, 2023). This wage
disparity translated to $9,990 less median annual earnings, where the median income was
described as an individual’s salary at the 50th percentile (LePage & Tucker, 2024; Steig, 2024).
The IT sector is not immune to pay disparities. Despite initiatives to increase female
representation in STEM fields, the gender pay gap persists. The U.S. Bureau of Labor Statistics
(2023) revealed that women comprised 17.3% of software developers, yet their median annual
earnings amounted to 89.7% of those earned by their male counterparts. Specifically, the median
annual earnings for software developers was $110,053 for women and $122,738 for men (U.S.
Bureau of Labor Statistics, 2023). Women accounted for 50,669 full-time employees for
computer programmers, representing 17.9% of the workforce, while men comprised 231,972
full-time employees, totaling 282,641 full-time computer programmers (U.S. Bureau of Labor
Statistics, 2023). The median annual earning for computer programmers was $96,352, with
women earning $90,806 and men earning $97,737 annually (U.S. Bureau of Labor Statistics,
2023). Moreover, studies show that in IT, men are often offered higher salaries than women for
identical roles within the same company, with women in STEM earning nearly $15,000 less
annually on average (Steig, 2024).

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Purpose of the Project and Research Question
The problem of practice addressed in this study focused on the internal business
organizational environmental factors and systemic or societal factors and influences that may be
contributing to the underrepresentation of women leaders in the male-dominated U.S. IT sector.
This basic qualitative study involved listening to women’s experiences in mid-level and seniorlevel leadership roles to identify and understand the challenges and obstacles participants
encountered while working in the U.S. IT sector. The following research question guided this
study:
• What are the environmental and systemic influences experienced by women who are
mid-level or senior-level IT leaders that may contribute to the underrepresentation of
women in leadership within the IT sector?
Importance of the Study
This problem of practice is important to address because diversity in IT is essential in
fostering innovation, product development, profitability, meeting future staffing demands, and
closing economic disparities (Scott et al., 2017). However, unfairness, such as stereotyping,
bullying, and harassment, poses a destructive barrier, particularly impacting underrepresented
groups and driving talent away (Scott et al., 2017). By prioritizing inclusive workplace cultures,
the IT sector can save $16 billion annually (Cveticanin, 2023; Scott et al., 2017), attract more
women to work in IT (Cveticanin, 2023), retain top talent, and make progress with diversity
within the IT sector (Cveticanin, 2023; Scott et al., 2017). Additionally, participation and
retention rates of women in traditionally male-dominated sectors focused on women’s
perceptions of belonging; however, the barriers women encountered in these sectors distract

9
from women’s sense of belonging (Bridges et al., 2023; Good et al., 2012). Furthermore,
Cveticanin (2023) cited that women leave the IT sector at a 45% higher rate than men.
Addressing the current challenges in the IT field could significantly enhance leadership
practices and create a more inclusive work environment. The study’s findings contribute to the
knowledge base, helping to better understand, mitigate, and manage these dynamics within the
U.S. IT sector. Furthermore, the recommendations provided are essential for transforming IT
leadership and operational practices. The IT industry has the opportunity and potential to
dramatically change women’s career trajectories in IT, making this objective a business
imperative with benefits extending beyond the sector itself (Cveticanin, 2023).
Overview of Conceptual Framework and Methodology
The conceptual framework for this study examined the barriers prohibiting women from
wanting to or being able to move up in the IT sector. These barriers were categorized into two
primary areas: internal business organizational environmental issues and systemic or societal
dynamics. These factors are interrelated and exhibit a reciprocal relationship, continuously
influencing each other.
This study’s conceptual framework explored the internal business organizational
environmental influences and systemic or societal factors of women leaders within the U.S. IT
sector. The conceptual framework focused on the internal business organizational environmental
elements and systemic or societal considerations affecting women leaders within the U.S. IT
sector. It focused on these elements to understand why women are not promoted to top
leadership positions in IT. These challenges impact women leaders aspiring to advance their
careers within their organizations or the broader IT sector.

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By investigating the internal business organizational environmental factors and systemic
or societal issues, the study provided insights into the impacts, influences, and causes of the
challenges faced by women in IT. The findings highlighted the current organizational and
systemic factors reported by women in the industry.
The inquiry methodology utilized a basic qualitative study involving one-on-one
interviews. Participants included a purposeful sampling of nine women who held mid-level or
senior-level positions within the U.S. IT sector. This study sought to learn about each
individual’s lived experiences working in IT. The study explored the participants’ IT experiences
using open-ended questions that allowed the researcher to listen to each individual’s story
(Creswell & Creswell, 2018). While listening to each participant’s narrative, the researcher
identified the complexities and similarities of these women’s stories. To support the appropriate
selection of individuals, information was required to understand where the participants were in
their careers within the IT sector and how these individuals met the study’s criteria. The criteria
used in the study established a defined set of individuals who had shared experiences that
supported the credibility and validity of the study (Creswell & Creswell, 2018).
Qualitative inquiry was selected for this study because qualitative inquiry focuses on
“meaning in context” and “requires a data collection instrument that is sensitive to understanding
underlying meaning” (Merriam & Tisdell, 2016, p. 2). Merriam and Tisdell (2016) also stated
that while collecting and interpreting ideas, “humans are best suited for this task because
interviewing, observing, and analyzing are activities central to qualitative research” (p. 2).
Merriam and Tisdell stated that a basic qualitative research study is the most common type of
qualitative study, and researchers may complete qualitative research without the study being a
specific type of qualitative study, like a phenomenological study or narrative inquiry. Additional

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types of qualitative research include the characteristics of a basic qualitative study with an added
component such as phenomenological, grounded theory, ethnography, narrative analysis, or
qualitative case study (Merriam & Tisdell, 2016). A further rationale for this type of inquiry is
associated with Creswell (2014), who asserted that qualitative research includes developing
questions, collecting data, and interpreting significances within the data to identify themes.
This study aligned with the constructivist worldview because social constructivists
believe individuals try to understand the world they live and work in (Creswell & Creswell,
2018). Based on this worldview, the research inquiry was designed using semi-structured
interviews with participants to collect qualitative data (Creswell & Creswell, 2018). The
interview protocol followed a semi-structured format and used predetermined interview
questions reviewed with each participant. Due to the flexibility provided by the semi-structured
format, follow-up questions were asked, where appropriate, to gain additional insights (Creswell
& Creswell, 2018).
Definitions
The following definitions offer concise descriptions of industry-specific IT terminology
pertinent to this study, which is essential for understanding this inquiry's design and approach.
The purpose of providing definitions is to facilitate a better understanding of the concepts
uncovered on this topic. While this compilation outlines terminology germane to the study, it is
acknowledged that individual terms may assume varied interpretations, contexts, or applications
in other industries or sectors.
• Bullying: Workplace bullying is a systemic issue and occurs when one deliberately
mistreats coworkers due to a real or perceived power imbalance. Some consider it the

12
worst workplace stressor, causing harm to both individuals and organizations
(Glambek et al., 2020).
• Gender discrimination: This term suggests situations in which individuals are unfairly
treated or face barriers to opportunities in the workplace due to their gender or
inherent characteristics rather than being judged on their qualifications, job
performance, knowledge, skills, or abilities (Basford et al., 2014).
• Gender diversity: Refers to achieving balance among genders and often fosters
innovation because diverse teams possess a variety of knowledge, which usually leads
to better decision-making (Ritter-Hayashi et al., 2019).
• Gender roles signify the common expectations attributed to individuals based on their
socially identified gender (Eagly, 1987).
• Imposter syndrome: Psychologists Pauline R. Clance and Suzanne A. Imes introduced
this terminology in 1978. It refers to the feeling of doubting one’s competence and
achievements due to external factors such as luck, charm, appearance, hard work, or
the ability to influence others’ perceptions. This can lead individuals to believe they
do not truly deserve their success (Crawford, 2021).
• In-group distancing: This phenomenon describes individuals from marginalized
groups who address societal inequality by disassociating from the stigmatized group
and seeking to assimilate into a non-stigmatized group to cope (Sterk et al., 2018).
• Intersectionality: a term introduced to illustrate the compounded discrimination of
racism and sexism faced by Black women, focusing on the experiences of the most
privileged members of subordinate groups. Intersectionality is a metaphor illustrating

13
how various inequalities can combine to create unique barriers that conventional
frameworks often overlook (Crenshaw, 1989).
• Labyrinth: a metaphor symbolizing women's persistent challenges in their career
progression. It acknowledges the difficulty of advancement while recognizing that
success is achievable for some through a complex journey. It avoids assigning blame
and emphasizes the complicated relationship between women’s efforts and the
multifaceted challenges encountered (Carli & Eagly, 2016).
• Microaggressions are subtle, often unintentional forms of discrimination expressed
through insults or disrespectful communications that affect individuals from
underrepresented or marginalized identity groups and can be based on race, gender,
religion, sexual orientation, or disability (Yang & Carroll, 2018).
• Middle management or mid-level management refers to professionals between top
executives and first-level supervisors who serve as intermediaries who align
organizational strategy with day-to-day operations (Wooldridge et al., 2008).
• Organizational environmental factors affect an organization and are divided into two
main categories: internal business factors and external business factors (Duncan,
1972).
• Positionality: represents an individual’s identities, such as race, class, gender, and
culture, and intersects with factors like power, privilege, and oppression (Kee et al.,
2001).
• Self-group distancing is a process where individuals belonging to stigmatized groups
manage inequality by withdrawing from association with the stigmatized group and
integrating themselves into a non-stigmatized group (Sterk et al., 2018).

14
• Senior-level management or senior-level leadership refers to high-ranking leaders
such as CEOs, presidents, directors, and executives who are vital in shaping the
organization’s direction through strategy development and execution, decisionmaking, overseeing the management team, and ensuring financial health and growth
(Schaap, 2006).
• Social roles are the expected behaviors assigned to individuals based on their position
in a social group that influences behavior, identity, and interactions, promoting
societal stability (Mcleod, 2023).
• Stereotypes are simplified and often false beliefs about individuals or groups that
shape perceptions and overlook individual differences (Blum, 2004).
• Systemic or societal factors are interconnected components inherent in an
organization, influencing operations and outcomes (Scholtens et al., 2023) or the
fundamental elements shaping an organization’s operational framework and driving
results (Lehtonen, 2023).
Organization of the Dissertation
This study contained five chapters. Chapter One defined the problem of practice,
provided contextual background information, revealed the study’s purpose and significance, and
introduced relevant definitions. Chapter Two included a comprehensive literature review of
women’s roles in the IT sector, the underrepresentation of women in leadership, and the lack of
women leaders in the U.S. IT sector. It also explored the organizational environmental factors
and systemic influences impacting women in IT, described the impacts of the shortage of women
leaders in IT on employers and employees, examined recruitment and promotion practices in the
IT sector, delved into the causes of attrition rates among women in IT, and disclosed the

15
conceptual framework. Chapter Three outlined the research methodologies, including the study’s
purpose, the research question, the overview of the study’s design, and the research setting. In
addition, Chapter Three included the data collection plan and explained how the conceptual
framework guided the data collection, coding, categorizing, and analysis of interview data. This
section contains data sources covering participants, instrumentation, data collection procedures,
and data analysis methods. Moreover, Chapter Three addressed the researcher’s positionality,
study validity and reliability, ethical considerations, and assumptions. Chapter Four gathered
interview data and rigorously analyzed the results of the data collected. Chapter Five provided
conclusions drawn from the existing literature, proposed recommendations to address identified
gaps in research, and offered suggestions for future research.

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Chapter Two: Literature Review
The purpose of the study is to identify the environmental and systemic factors that may
be contributing to the underrepresentation of women leaders in the male-dominated IT sector in
the United States. Chapter Two reviewed relevant literature that informed the conceptual
framework. The literature review introduced research on the internal and external business
organizational environmental factors and systemic or societal issues contributing to the lack of
women leaders within the U.S. IT sector. Additionally, Chapter Two offered insights into the
challenges women face when aspiring to advance to senior-level IT positions. Chapter Two also
summarized insights, information, and observations pertinent to understanding the organizational
environmental factors and systemic influences impacting the shortage of women leaders in IT. A
comprehensive analysis of existing scholarly research was vital because it provided context and
insights essential to the research and served as the foundation of this study. This research sought
to enrich and expand the existing knowledge of women’s representation within the IT sector.
Chapter Two was structured around six primary themes:
• Women’s roles within the IT sector
• Women leaders’ underrepresentation across all industries
• The underrepresentation of women leaders in the U.S. IT sector
a. Organizational environmental factors influencing women’s
underrepresentation in IT leadership
i. Internal business organizational environmental factors
ii. External business organizational environmental factors
b. Systemic or societal factors influencing women’s underrepresentation in IT
leadership

17
• Impacts from the underrepresentation of women leaders in IT
• Career progression for women in IT
• Causes for the attrition rates for women in IT
Women’s Roles Within the IT Sector
The history of women in IT in the United States is not just a linear narrative but a
complex and multifaceted one, marked by including lesser-known contributions at the inception
of computing before it was a prestigious or male-dominated field. In the early to mid-20th
century, the field of computing was not a well-defined profession, and IT did not have a defined
professional succession plan. Academic programs specializing in IT did not exist, and the work
associated with computing was often viewed as clerical or secretarial and typically fell under the
category of data processing. Faced with these distinct challenges, women with mathematical
abilities essential for computer programming were frequently recruited from administrative
positions to fulfill computing roles. This historical context, with its distinctive challenges and
opportunities, is critical for comprehending the contemporary issue of women’s
underrepresentation in IT.
In addition, the gender pay disparity within the IT sector not only intensifies barriers to
women’s advancement into IT leadership positions but also has a significant societal impact.
Despite generational efforts to promote gender equality, women continue to earn less than their
male counterparts for comparable work. These disparities not only undermine efforts to achieve
gender diversity in leadership but may also disincentivize women to pursue or persist in
leadership roles within the IT sector. The perception of unequal financial rewards may diminish
the attractiveness of leadership positions for women, further perpetuating gender disparities in IT

18
leadership. The urgency to address unequal pay reflects broader societal inequalities in the
United States.
During the late 1950s and early 1960s, coding, the basis for computing logic, was still in
its initial stages, which resulted in limited opportunities for individuals to learn about or gain
experience writing code (Thompson, 2019). Some universities offered a few college courses, but
students could not major in IT (Thompson, 2019) until 1962 when Purdue University established
the first Department of Computer Sciences in the United States (Rice & Rosen, 2023). Stanford
University created a computer science department in 1965 (Thompson, 2019), and the University
of Southern California founded a computer science department in 1976 (Dawson, 2023). Before
universities introduced computer science programs, organizations seeking programmers relied on
aptitude tests to evaluate applicants’ logical thinking abilities. (Thompson, 2019). Moreover,
during the early phases of computer science, writing code was arduous because keyboards and
screens did not exist (Thompson, 2019). Programmers had to handwrite their code on paper and
then give the code to a typist (Thompson, 2019). The typist would translate each command into
holes on a punch card (Thompson, 2019). Next, the punch cards holding the program instructions
were brought to an operator who fed them into a card reader (Thompson, 2019). The computer
executed the program and generated results printed by a printer (Thompson, 2019). If there was
an error in the coding, the process started over from the beginning (Thompson, 2019).
Before the prevalence of computers, women were frequently preferred programmers due
to the societal presumptions that women possessed the required mindset for computing tasks
(Thompson, 2019). These societal assumptions, which believed women to have innate qualities
needed for coding (Harvey & Tremblay, 2022; Thompson, 2019), significantly influenced
women’s roles in computing. In addition, women had already made significant contributions to

19
computing during World War II because they operated some of the initial computational
machines used for codebreaking (Thompson, 2019). By 1960, U.S. government statistics showed
that over one-fourth of programmers were women, and most individuals classified as career
programmers were women (Thompson, 2019). Despite women’s pivotal roles in early
computing, programming was not considered prestigious and was deemed menial and clerical
(Thompson, 2019). Men who worked in the computing industry thought of writing code as an
inferior and monotonous task and preferred creating hardware (Thompson, 2019).
In the early 1970s, women’s graduation rate in computer science and IT programs was
37.1%, and men’s rate was 62.9% (Cveticanin, 2023). In 1984, 37% of women were enrolled in
computer science, but enrollment declined to 17.6% by 2010 (Cveticanin, 2023; Harvey &
Tremblay, 2022; Thompson, 2019). This marked a significant shift in women’s representation in
the IT sector. From 1984 forward, there was a drastic decline of nearly 50% of women
graduating with an IT degree. This also highlighted a pivotal moment where the gender gap of
women within the IT sector notably declined. Despite comprising nearly half of the U.S.
workforce in 2023, women are significantly underrepresented in IT (U.S. Bureau of Labor
Statistics, 2023). Specifically, women comprise less than 1% of computer and information
research scientists, 11.8% of computer network architects, 18.2% of information security
analysts, and 19.7% of software developers (U.S. Bureau of Labor Statistics, 2023).
Furthermore, these disparities leave women marginalized within the IT sector, impeding
their progression into leadership roles. The gender pay gap exacerbates these barriers,
perpetuating inequalities and dissuading women from pursuing or persisting in leadership
positions. Unequal compensation not only undermines efforts toward gender diversity in
leadership but also diminishes the attractiveness of such roles for women, thereby reinforcing

20
gender imbalances in IT leadership. Such unequal treatment mirrors broader societal inequalities
prevalent in the United States.
Women Leaders Underrepresentation Across All Industries
In 2021, women represented 56.1% of the U.S. labor force and 52% of employees in
management, professional, and related occupations (U.S. Bureau of Labor Statistics, 2023).
Women also held 30.6% of all chief executive officer (CEO) positions (U.S. Bureau of Labor
Statistics, 2023). Although women account for nearly half of the U.S. workforce, women CEOs
are still uncommon among the most prominent organizations. Catalyst has maintained a
historical record of women CEOs featured on the Fortune 500 list since 1972 (Catalyst, 2023a).
Their data showed a gradual increase in women assuming CEO positions since 1972. Catalyst is
a respected organization founded in 1962 with the mission of advancing women into leadership
roles, emphasizing that the advancement of women signifies progress for everyone (Catalyst,
2024). In 1972, there was one woman CEO. By 1974, the number doubled to two women,
peaking at three women CEOs between 1987 and 1992 (Catalyst, 2023a). However, there was a
slight decline in two women CEOs in 1993 (Catalyst, 2023a; Mohan, 2014). According to
Fortune (Hinchliffe, 2023), a total of 116 women held CEO positions in Fortune 500 companies
between 1972 and 2023 (Catalyst, 2023a). In 2023, 52 women CEOs in Fortune 500
organizations accounted for 10.4% of all Fortune 500 CEOs (Hinchliffe, 2023). Moreover, 25%
of the 52 women became CEOs between 2022 and 2023 (Hinchliffe, 2023). From 2019 to 2023,
women CEOs increased from 33 to 52 (Catalyst, 2023a; Hinchliffe, 2023). Additionally, 30.4%
of women now serve on executive boards, a record high for CEOs and board members
(Horowitz, 2023).

21
Despite these advancements, women remain underrepresented in top leadership positions.
Fitzsimmons and Callan (2016) observed that few women are advancing to executive roles in
large companies, indicating persistent gender barriers hindering women’s progress within U.S.
organizations. Women are typically well-represented in management across most industries until
they reach the senior tier, where the number of women holding leadership positions within
organizations tends to decrease (Cleaver, 2016; Fitzsimmons & Callan, 2016). This decline is
often attributed to senior women perceiving a need for more advancement opportunities within
their organizations (Cleaver, 2016). Several vital insights emerge as both women and
organizations look to address these concerns. Firstly, the presence of women in leadership roles
is linked to enhanced corporate performance (Cleaver, 2016). Secondly, disparities in pay and
position are closely related (Cleaver, 2016). Lastly, sponsorship is pivotal in facilitating
women’s progression up the corporate ladder (Cleaver, 2016).
Historically, women have faced substantial underrepresentation in top leadership roles,
including in Fortune 500 companies. This is not due to a lack of capability but rather a result of
gender bias and stereotypes playing significant roles. Heilman (2001) revealed how these gender
biases and stereotypes depict men as achievement-focused and women as nurturing, shaping
societal expectations of their capabilities and behaviors. Such biases often devalue women’s
achievements, deny them due credit, and penalize their competence. Additionally, organizational
structures characterized by ambiguous evaluation criteria further exacerbate these biases,
perpetuating gender disparities (Heilman, 2001).
Dwivedi et al. (2018) further examined women's challenges in leadership roles,
highlighting stereotypes, biases, and systemic barriers. They emphasized how women in
leadership face heightened scrutiny and unrealistic expectations, especially in demanding

22
circumstances, which can impede their success. Moreover, the “glass cliff” concept was
discussed, wherein women are often appointed to leadership positions during crises or periods of
organizational turmoil, increasing the likelihood of failure. This phenomenon is attributed to
entrenched gender stereotypes, biases, and organizational needs for change or diversity (Dwivedi
et al., 2018).
In 2023, the Pew Research Center completed a study of 5,057 U.S. adults and examined
American perspectives regarding gender and business leadership. The study identified five key
elements contributing to the limited representation of women in top executive roles in business.
These factors included 58% of participants that asserted women face more significant pressure to
prove themselves in business compared to men, 50% highlighted the prevalence of gender
discrimination experienced by women in business, 48% identified family responsibilities may
hinder women’s pursuit of top leadership positions, 43% stated that many companies are not
prepared to hire women for these high-level roles, and 40% cited sexual harassment as creating a
work environment that impedes women’s success (Horowitz, 2023).
It is commonly recognized that many women who attempt to advance their careers
encounter significant barriers and challenges, including gender bias, insufficient support, and
societal expectations (Cassell, 2012; Coronel et al., 2010; Growe, 2000; Knopik & Moerer, 2008;
Searby & Tripses, 2006). Gender biases like the glass ceiling, labyrinth, glass cliffs, and good
old boys’ clubs have historically hindered women’s career progression opportunities. These
challenges have limited women’s ability to achieve their career goals and may deter them from
moving from mid-level to senior-level leadership roles (Cassell, 2012; Guendouzi, 2006; Jo,
2008; Loder, 2005; Searby & Tripses, 2006).

23
Although women have not traditionally been represented in key leadership roles within
organizations, including the Fortune 500, removing gender barriers may increase women’s
ability to be promoted to top corporate positions (Dwivedi et al., 2018). Research has
consistently shown that removing gender barriers increases women’s ability to advance to top
positions within organizations (Oyelade, 2016). Studies revealed that increasing the number of
women in top leadership roles directly and positively correlates with improving the firms’
bottom line (Cleaver, 2016; Hoobler et al., 2016). Women who hold leadership roles within
organizations have positive financial impacts on their organizations (Cleaver, 2016; Hoobler et
al., 2016; Werber, 2016). Additionally, women executives score higher than male executives in
terms of the quality of their work, setting goals, and mentoring employees (Kolev, 2012).
The Underrepresentation of Women Leaders in the U.S. IT Sector
Similar to other fields, women in IT encounter barriers that may impede their
advancement into top leadership positions. These obstacles contribute to the ongoing exclusion
of women from top executive positions, perpetuating gender disparities within the industry.
Organizational Environmental Factors Influencing Women’s Underrepresentation in IT
Leadership
Understanding the organizational environmental factors is essential for businesses to
make informed decisions, adapt to changes, and develop strategies that capitalize on
opportunities while effectively mitigating risks. Organizational environmental business factors
include internal and external conditions and influences that impact a business’s operations,
growth, and performance (Jain, 2024). These factors collectively shape the business environment
and influence decision-making processes. The internal dynamics of the system and its external
surroundings, as distinguished by Duncan (1972), both play significant roles in this process. To

24
understand how the organizational business environment factors women’s rise in leadership in
the IT sector, the discussion will primarily concentrate on the internal business organizational
environmental factors within organizations. It will briefly describe the critical external business
organizational environmental factors.
Internal Business Organizational Environmental Factors
The internal business organizational environmental factors influencing the inadequate
representation of women in U.S. IT leadership positions is a complex issue prompted by
historical, sociocultural, and organizational dynamics. “The internal environment consists of
those relevant physical and social factors within the organization’s boundaries or specific
decision unit that are taken directly into consideration in the decision-making behavior of
individuals in that system” (Duncan, 1972, p. 314). Understanding an organization’s internal
business environment is essential for effectively addressing why women are underrepresented as
leaders in the IT sector.
Occupations dominated by men can perpetuate harmful stereotypes and foster hostile
environments, impeding women’s opportunities within their organizations (Catalyst, 2023b).
Organizational environmental factors may involve the organization’s culture or the community
where one lives. These can either perpetuate or challenge biases.
Additionally, it is widely known that women employed in male-centric sectors encounter
numerous barriers, including sexual harassment, societal expectations questioning women’s
leadership and managerial capabilities, and stereotypes that lead women to assume essential but
seldom-rewarded office tasks (Catalyst, 2023b; Crawford, 2021). Additionally, women often
experience stress, anxiety, depression, and lowered self-esteem due to feelings of imposter
syndrome (Catalyst, 2023b; Crawford, 2021). Women also contend with increased levels of

25
harassment and discrimination when working in predominantly male environments (Catalyst,
2023b). Other organizational environmental factors included the lack of mentoring and career
advancement opportunities (Catalyst, 2023b; Sturgeon, 2022). The Harvard Business Review
(Gallo et al., 2019) indicated that even supportive mentors may inadvertently steer women into
less technical and less esteemed roles. Consequently, it is understandable why many women
choose to leave male-centric industries.
Moreover, women have traditionally assumed the primary caregiver role within the
family, potentially encountering unfavorable assessments from leadership and colleagues when
requesting time off to fulfill family obligations (Catalyst, 2023b). In heavily male-populated
work environments, women may adopt various coping mechanisms, such as overworking, to
validate their worth (Catalyst, 2023b; Crawford, 2021). However, these coping mechanisms can
lead to burnout (Catalyst, 2023b; Crawford, 2021).
Harvey and Tremblay’s (2020) study in Québec, Canada, sought to understand the
challenges faced by women in IT in the male-dominated IT sector and how women navigated
them. They learned that although IT jobs are traditionally lucrative, women are still a minority in
IT and often work in lower-paying female-dominated jobs. Studies have also uncovered themes
such as adopting masculine self-descriptions, in-group distancing, and denying discrimination
among participants that may deter women from pursuing IT careers (Derks et al., 2011; Harvey
& Tremblay, 2020). Inequity in the form of in-group distancing or self-group distancing is an
effect of a biased IT sector that includes discrimination, prejudice, stereotypes, and biases in the
workplace. Additionally, the persistence of stereotypes, such as women being seen as overly
emotional or aggressive, hampered women’s progress into leadership positions (Harvey &
Tremblay, 2020). If IT leadership does not manage these inequities carefully, factors such as

26
unconscious biases can transition into unconscious discrimination or harassment. Individuals’
preconceptions about others are firmly established stereotypes that unconsciously affect
behaviors and decisions. If individuals are not aware of wanting to mitigate biases, these
predispositions can impact how people view and interact with one another. When this occurs at
work, it could lead to unfair treatment.
Occupations dominated by men can perpetuate harmful stereotypes and foster hostile
environments, impeding women’s opportunities within their organizations (Catalyst, 2023b).
Environmental elements may involve the organization’s culture or the community where one
lives. These can either perpetuate or challenge biases.
Table 2 contains numerous internal business organizational environmental factors that are
intertwined with women’s experiences and opportunities within the IT sector. This compilation
emphasizes these factors' impact on the IT landscape by highlighting women's challenges and
opportunities in the IT industry.

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Table 2
Internal Business Organizational Environmental Factors
Internal business organizational environmental factors
Allyship, mentorship, networking opportunities, and sponsorship
Diversity and inclusion initiatives
Organizational dynamics
Policies supporting work-life balance and flexible work arrangements
Capital and financial resources
Chronic understaffing
Cultural norms within the organization that negatively affect work
Glass ceiling or labyrinth
Glass cliff
Good ole boys’ club
High turnover rates
Hostile or toxic work environment
Implicit and unconscious bias
Imposter syndrome
Inter and intra-unit conflict among organizational functional and staff units
Lack of diversity and inclusion initiatives
Lack of role models
Low employee morale
Poor company culture
Poor interpersonal relations with the leadership team
Poor organizational goals
Poor physical and technological resources
Poor product or service offering
Poor workplace norms and expectations
Reduced productivity
Sexual harassment
Social norms within the organization that negatively affect work
Support and career advancement opportunities
Unhelpful human resources department
External Business Organizational Environmental Factors
Unlike internal business organizational environmental factors that directly affect the
business, external business organizational environmental factors indirectly influence an
organization, including consideration of “relevant physical and social factors outside the

28
organization’s boundaries or specific decision unit” (Duncan, 1972, p. 314) that impact
operations. The key distinction and challenge with external factors is that the organization lacks
control over them. PESTEL analysis is often used to identify and preempt external
environmental factors. PESTEL represents the political, economic, social, technological,
environmental, and legal factors an organization faces and provides a framework for analyzing
external business influences (Indeed Editorial Team, 2023). Table 3 presents a comprehensive
overview of external business organizational environmental factors pertinent to the IT sector and
their influence on women’s experiences within IT. By delineating these factors, this table sought
to reveal the complex interplay between external forces and challenges faced by women in IT.
Table 3
External Business Organizational Environmental Factors
External business organizational environmental factors
Competitors for customers
Competitors for suppliers
Distributors of products or services
Economic
Environmental
Equipment suppliers
Government regulatory control over the industry
Investors
Labor supply
Legal
Market trends
New materials supplies
Political
Product parts suppliers
Products or services users
Public political attitude toward the industry and its product
Relationship with trade unions with jurisdiction in the organization
Socio-political component
Stakeholders
Technological

29
Systemic or Societal Factors Influencing Women’s Underrepresentation in IT Leadership
From overt discrimination to subtle biases, male-centric industries pose significant
challenges for women. The importance of addressing gender diversity in IT cannot be overstated.
It promotes innovation, fosters product development, drives revenue growth, and addresses
future workforce needs while helping alleviate economic disparities (Scott et al., 2017).
Although considerable efforts are made to improve diversity through recruitment, hiring, and
unconscious bias training initiatives, the IT sector remains heavily male-dominated (Scott et al.,
2017). In patriarchal fields, women often struggle with being perceived as outsiders, face
persistent pressure to prove themselves, and encounter barriers to having their voices heard
(Gallo et al., 2019). Despite initiatives to increase women’s representation in male-dominated
professions, many organizations still contend with a shortage of women and high attrition rates
(Halliday et al., 2022). The Equal Employment Opportunity Commission in the United States has
received a higher number of reports of sexual harassment from women employed in maleoriented sectors (Catalyst, 2023b).
Systemic factors play a significant role in shaping the work environment. These biases
and barriers, which begin in K–12 education (Scott et al., 2017) and persist through higher
education (Catalyst, 2022b) and the IT workforce (Scott et al., 2017), are key contributors to the
gender disparities in the IT industry. Since the early 2000s, STEM industries have experienced
rapid growth, outpacing many other sectors (Catalyst, 2022a).
Approximately 19% of STEM graduates are women, a statistic that starkly highlights the
patriarchal dominance in STEM (Cveticanin, 2023). The underrepresentation of women in IT
programs is not surprising, given the scarcity of women role models and the challenges women

30
face in STEM jobs (Cveticanin, 2023). This gender disparity, often called the STEM gap,
persists despite organizations’ efforts to promote gender equality (Cveticanin, 2023).
This lack of diversity in IT can perpetuate current decision-making choices because there
are not enough women in IT leadership roles to support marginalized groups within the
organization. However, the potential for change is significant. Addressing systemic or societal
factors in the IT sector requires strategies to recognize and dismantle obstacles to diversity,
equity, and inclusion policies and practices. This would aid in the cultural shifts needed in the
workplace to create a more supportive IT work environment, fostering a sense of hope and
optimism for a more diverse and inclusive future.
Business systemic factors refer to issues that impact the entire organization (Lehtonen,
2023; Scholtens et al., 2023). These issues can lead to conflicts, dissatisfaction, and inefficiency
among employees, managers, and customers. The underlying conditions and processes shaping
organizational functioning affect employee well-being and performance. Addressing systemic
factors is essential for enhancing organizational performance and creating a positive work
environment. Ignoring these issues can result in organizational business environmental factors
such as low morale, high turnover, and reduced productivity. According to the Deming 94-6
Rule, systemic organizational issues are responsible for 94% of problems, while only 6% are
attributed to individual employees (Lambert, 2020). This emphasized improving the overall work
environment rather than solely addressing individual performance (Lambert, 2020).
Table 4 consolidated a list of systemic or societal factors that may influence women in
the U.S. IT sector. Failure to address these factors could exacerbate existing challenges,
particularly those hindering women’s advancement into leadership positions within the IT
industry.

31
Table 4
Systemic Factors Influencing Women in the IT Sector
Systemic factors influencing women in the IT sector
Biased decision-making
Biases in hiring and promotion practices
Bullying
Deficiency of STEM education
Devaluing women’s competencies and expertise
Discrimination
Family and caregiving responsibilities
Gender biases
Harassment
Historical gender disparities and unequal opportunities in IT
Ineffective communications
Institutional barriers affecting women’s participation and retention in STEM fields
Lack of accountability
Microaggressions
Operational and decision-making processes and efficiency
Organizational policies and practices related to promotion processes, performance
evaluations, and organizational culture
Patriarchal workplace culture in male-dominated industries
Pay disparities
Pipeline issues
Poor leadership
Poor workplace culture
Prejudices
Stereotypes
Unequal opportunities
Impacts From the Underrepresentation of Women Leaders in IT
Research indicates that increasing the number of women in senior leadership positions
correlates with improving the organization’s financial performance (Cleaver, 2016; Hoobler et
al., 2016; Werber, 2016). There is a link between diversity in leadership and economic
performance, where organizations with the highest gender diversity are 48% more likely to
outperform those with the lowest diversity (Griffiths et al., 2022). This highlights a significant

32
connection between the presence of women in key leadership roles and positive outcomes for an
organization’s bottom line (Werber, 2016). Furthermore, findings suggest that having a female
CEO is associated with improved financial performance, particularly within organizations
fostering a culture of gender equality (Hoobler et al., 2016).
According to a study conducted by the Peterson Institute for International Economics,
profitable organizations where 30% of their leaders are women see a notable boost in their net
margin, surpassing similar organizations without women leaders by more than one percentage
point (Cleaver, 2016; Noland et al., 2016). Furthermore, a greater representation of women in
leadership correlates with enhanced corporate performance (Cleaver, 2016; Mohan, 2014).
Therefore, organizations that include women in senior leadership tend to be more profitable,
positively impacting the organization’s overall bottom line.
The International Monetary Fund analyzed two million companies across 34 European
countries and found that the addition of a single woman to senior management or a corporate
board led to a notable increase in return on corporate assets, resulting in a 3% to 8% increase in
the return on corporate assets (Werber, 2016). According to statistics from the reputable global
management consulting firm McKinsey & Company, advancing gender equality could contribute
an additional $12 trillion to the global GDP by 2025. IT organizations have the potential to
significantly alter the course for women in the IT sector, making IT an appealing career path for
everyone (Cveticanin, 2023).
A Peterson Institute for International Economics study found a positive association
between greater representation of women in top-tier corporate management positions and
increased profitability (Christiansen, n.d.) Spanning 2 decades from 1997 to 2017, the analysis
indicated that organizations with women in key leadership roles tended to improve the firm’s

33
performance (Christiansen, n.d.). This suggests that a work environment that does not have
gender biases and seeks to promote women into leadership positions may contribute to higher
profit margins for these organizations (Christiansen, n.d.). One potential reason for this
correlation could be that women bring unique perspectives and skills to the table, leading to more
innovative and effective decision-making.
Moreover, it’s worth noting that, on average, IT organizations led by women CEOs
outperform those led by male CEOs three times, as reported by Cveticanin (2023). This success
story should inspire confidence in the potential of women in leadership roles despite the
persistent gender disparity in the business world. These findings also challenge the notion that
gender should deter venture capitalists, as data reveals that venture-backed companies that were
most frequently acquired had a higher percentage of women executives (7%) than those that
were not acquired (3%; Cveticanin, 2023).
Career Progression for Women in IT
Typically, entry-level roles in IT are filled by women, while men often begin their careers
in higher-ranking positions (Cveticanin, 2023). Cveticanin (2023) found that 55% of women in
IT start in entry-level roles, whereas only 39% of men do. Diversity in IT is essential; therefore,
it is important to address biases in technologies used to recruit IT professionals (Griffiths et al.,
2022). In 2015, Amazon discovered that their artificial intelligence (AI) resume screening system
tended to disadvantage women candidates (Dasting, 2018). Because most of the applicants were
men over the past decade, Amazon’s AI system compiled historical observation patterns that
reflected a gender imbalance favoring men instead of women (Dasting, 2018). This led to a
double bias against women where both the AI system and managers who already held biases
against women candidates favored male candidates (Dasting, 2018). Furthermore, Mohan (2014)

34
found that gender bias may lead to discrimination against two equally qualified candidates based
solely on their gender. When this occurs, a male candidate is usually preferred (Mohan, 2014).
The number of men in an organization impacts promotion rates, and since most IT
companies are male-dominated and have some women in leadership positions, most women are
not getting promoted (Cveticanin, 2023). For women 35 or older, 20% of these women tend to
stay in lower-ranking positions in IT (Cveticanin, 2023).
The prevailing theme is that gender biases, stereotypes, and traditionally male-oriented
leadership norms shape perceptions about women’s leadership capabilities and undermine
women’s success in top leadership positions (Dwivedi et al., 2018). Furthermore, women in
male-centric fields often feel pressured to demonstrate their abilities, creating a survival mindset
where they must distinguish themselves from both men and women candidates (Harvey &
Tremblay, 2022; Ellemers et al., 2004). Impeding women’s progress in the workplace are
discriminatory policies and practices, societal obstacles, cultural biases favoring men, disparities
in leadership and organizational structures, and the lack of women sponsorship (Fitzsimmons &
Callan, 2016; Oyelade, 2016). Women frequently confront obstacles and contend with different
expectations than men, which hinders women’s ability to advance to top leadership roles
(Nelson, 2020). Gender barriers obstruct women’s progress into top positions within U.S.
organizations (Nelson, 2020). Heilman (2001) found that gender bias may impact performance
evaluations, meaning that even if a woman is competent in her role, a woman may not advance
to the same level within an organization as a man who performs the position as well as a woman.
Additionally, Fitzsimmons and Callan (2016) found evidence indicating that women do not
receive the same opportunities to advance to more senior-level positions as men because cultural
stereotypes are more advantageous to men.

35
Women working in IT are more likely to be overlooked for early career advancement
opportunities than men, causing many women to leave IT (Griffiths et al., 2022). Both women
and men enter the workforce in nearly equal numbers; however, a gender disparity surfaces at the
time of the individual’s first promotion (Cutter, 2019). At this point in employment, more men
are promoted than women, and this imbalance continues throughout subsequent employment
levels (Cutter, 2019). This inequity is often traced back to decisions made during the firstpromotion process (Cutter, 2019). Cutter (2019) noted that closing the first-promotion gap would
result in an additional one million women reaching management positions within the next 5
years, and parity into top leadership roles could be obtained within one generation.
Many organizations are working to increase the number of women in IT positions, so
ensuring women have fair opportunities for early career progression is important. (Griffiths et al.,
2022). Women experience slower promotion rates than men (Griffiths et al., 2022).
McKinsey and Girls in Tech collaborated to research the obstacles hindering women in IT from
attaining early promotions. Approximately 40 interviews were conducted with individuals and
hiring managers early in their IT careers (Griffiths et al., 2022). Findings revealed that certain
companies were implementing systematic strategies to promote women in IT, which resulted in a
more diverse, inclusive, and high-performing workforce (Griffiths et al., 2022). The study by
Griffiths et al. found that addressing the broken rung (a metaphor representing the obstacles
women encounter while advancing up the career ladder) emphasized the need for leadership’s
focused attention (Griffiths et al., 2022). In addition, findings showed three key factors that may
help organizations address the barriers impeding the progression of women in IT: ensuring fair
access to skill development, adopting a structured approach to mitigate bias in promotions, and
fostering a supportive culture through mentorship and sponsorship (Griffiths et al., 2022).

36
For women to even begin the journey to leadership in the IT sector, recruiting and hiring
women in this male-dominated sector requires the engagement of top leadership (Christiansen,
n.d). When leaders embrace this objective and demonstrate dedication in employing women, it
sets a precedent for others within the company. Once these women are employed, leadership can
promote strategies for managers to develop, motivate, and support women to rise into leadership
roles (Christiansen, n.d).
Causes for the Attrition Rates for Women in IT
Recruiting women into the U.S. IT industry poses one challenge, promoting women to
senior-level positions presents another issue, and retaining women in IT is a further obstacle. The
retention of women employees in male-dominated fields has become a significant concern
(Danbold & Bendersky, 2020; Halliday et al., 2022; Wallace & DeVita, 2018). Cveticanin
(2023) found that women are leaving IT at a rate exceeding men by 45%, stating substandard
management as one explanation for leaving. Cveticanin also noted that 28% of women leave IT
because they believe in limited career advancement opportunities.
There are many other reasons why women leave their IT jobs. Commonly cited
explanations include inadequate supervisory relationships, perceived unfairness, and the belief
that expressing concerns will not be well received (Fouad et al., 2017; Halliday et al., 2022). The
Kapor Center for Social Impact and Harris Poll study surveyed U.S. adults who left their IT jobs
within the past 3 years (Scott et al., 2017). Findings revealed that 37% of women cited
mistreatment as the primary reason for leaving, contributing to the $16 billion annual cost of
unfairness-driven turnover (Scott et al., 2017). Moreover, 78% experienced or witnessed unfair
treatment, with women disproportionately affected, including 1 in 10 reporting unwanted sexual

37
attention, correlating with shorter job tenures due to stereotyping, hostility, and bullying (Scott et
al., 2017).
Sexual harassment, discrimination, and gender bias in the workplace are additional
reasons women leave the IT sector. Women who experience sexual harassment at work are 6.5
times more likely to seek other employment that often pays a lower wage (Catalyst, 2023b).
According to Funk and Parker (2018), 48% of women working in STEM fields with
predominantly male colleagues believed their gender created obstacles to their career
progression. This sentiment is echoed by only 14% of their female counterparts in different
STEM roles (Funk & Parker, 2018). Furthermore, when comparing women employed in nonSTEM fields, 41% of women in non-STEM jobs versus 50% of women working in STEM
positions were likelier to report experiencing workplace discrimination (Funk & Parker, 2018).
In IT, 74% of women reported experiencing gender-based discrimination, while only 16% of
men in comparable positions reported the same (Funk & Parker, 2018).
Being paid less, working in lower-level roles, and limited opportunities for career
advancement and salary increases compared to their male counterparts are additional reasons
why women leave IT. Statistics showed that over 50% of women believed men have more
potential for career and salary growth opportunities than women in the same company, and more
than 50% of women think they are paid less than men (Cveticanin, 2023). In IT, men are offered
the same job roles as women but with higher salaries 60% of the time (Cveticanin, 2023).
Numerous initiatives have been considered to solve the attrition rate issue, yet diversity
programs fail to achieve the intended outcomes (Cveticanin, 2023). Efforts to increase the
participation and retention of women in traditionally male-dominated sectors often center around
women’s sense of belonging; however, the barriers women confront can take away from that

38
sense of belonging (Bridges et al., 2023; Good et al., 2012). Additionally, support from
supervisors and instituting psychological safety are needed to retain women in male-dominated
fields (Halliday et al., 2022).
Conceptual Framework
This study’s conceptual framework addressed the barriers that hinder women from
pursuing or attaining leadership positions in the U.S. IT sector. It incorporated insights from the
literature review, which provided valuable perspectives on the challenges women encounter in
the IT industry and within the broader U.S. society. The conceptual framework sought to
comprehensively understand both internal business organizational environmental factors and
systemic or societal issues.
By examining these interconnected elements through an ecological model, the study
highlighted the complex interplay among individual characteristics, interpersonal relationships,
organizational culture, community norms, and societal influences. These factors are not isolated;
they are mutually influential, continuously shaping women’s experiences and opportunities in IT.
Understanding these intertwined barriers is crucial for fostering a more inclusive and equitable
IT industry.
The relationship between organizational and societal factors is mutual. Organizational
culture and policies can either support or challenge societal norms and biases, while societal
attitudes toward gender roles can impact organizational practices. For instance, a workplace
culture that champions gender equality could help change societal perceptions, and shifts in
societal attitudes could influence organizational policies. This interaction emphasizes the
potential for change and underscores the significance of understanding how these factors work
together to shape workplace dynamics and outcomes.

39
This study did not use a theoretical framework because it relies on established theories.
Grant and Osanloo (2014) explained that when a theoretical framework is selected, the
researcher develops the conceptual framework to explain the natural progression of the
phenomenon being studied. Grant and Osanloo defined a conceptual framework as the
researcher’s blueprint for exploring research problems and guiding the study’s direction. A
conceptual framework presents a cohesive structure of interconnected concepts and visually
illustrates how ideas in a study are related (Grant & Osanloo, 2014).
This study’s conceptual framework was based on internal business organizational
environmental elements and systemic or societal factors. It informed the research question,
literature review, methodology, and data analysis. This study provided insights into the impacts,
influences, and effects of the internal business organizational environmental elements and
systemic or societal factors currently observed and reported by women in the U.S. IT sector.
The phrases “internal business organizational environmental factors” and “systemic or
societal factors” are commonly used in academic and business environments and are not linked
to a specific individual. Various scholars have developed conceptual frameworks to define
environmental and systemic factors. The theoretical foundation for this study is based on
Duncan’s 1972 definitions of internal and external environmental factors, as well as Scholtens et
al. (2023) and Lehtonen’s (2023) definitions of systemic or societal factors, as referenced in the
conceptual framework of this study. The following information describes Figure 1 and depicts
the reciprocal relationships between internal business organizational environmental factors and
systemic or societal factors. Various forms of harassment can influence reciprocal relationships
within the workplace. Environmentally or organizationally, sexual harassment can create a toxic
work environment, while systemically, harassment may be ingrained within the organizational

40
structure. Discrimination and bias may also exist within environmental factors such as implicit
and unconscious bias affecting day-to-day interactions and systemic discrimination and gender
biases impacting the overall workplace culture. Workplace culture itself can be impaired by a
hostile or toxic environment, poor company culture, and the presence of a good ole boys’ club.
Systemically, patriarchal workplace cultures, especially in male-dominated industries, may
contribute to poor workplace culture. Career advancement and opportunities may be hindered by
a lack of diversity and inclusion initiatives, insufficient role models, and a lack of support and
advancement opportunities. Systemic issues like biases in hiring and promotion practices and
unequal opportunities may further exacerbate these challenges. Poor company culture might
affect pay and compensation, including unfair pay structures and systemic pay disparities.
Interpersonal relations and leadership could suffer due to poor relations with leadership and
ineffective communication, both environmentally and systemically. Work-life balance may be
impacted by environmental factors such as the lack of policies supporting work-life balance and
flexible work arrangements and systemic issues like family and caregiving responsibilities. High
turnover rates, poor operational and decision-making processes, and efficiency can influence
organizational dynamics. Microaggressions could contribute to a hostile work environment and
implicit biases. Institutional barriers, including a lack of diversity and inclusion initiatives and
systemic barriers affecting women’s participation and retention in STEM fields, may also pose
significant challenges. Lastly, cultural norms within the organization may negatively impact
work. Systemically, historical gender disparities, unequal opportunities in IT, prejudices, and
stereotypes continue to perpetuate an IT environment that is not conducive to equal opportunities
and fair treatment for all employees. See Figure 1 for a visual representation of the conceptual
framework.

Figure 1
Conceptual Framework-Reciprocal Relationship Between Internal Business Organizational Environmental Factors and Systemic or
Societal Factors
41

42
The conceptual framework in this study examined factors contributing to the
underrepresentation of women leaders in IT by categorizing them into internal business
organizational environmental factors and systemic or societal influences. It highlighted how
these elements interact and influence each other, creating a complex environment that impacts
women’s career progression in the IT sector. The reciprocal relationship indicated that
interventions at the organizational level may influence societal norms, and changes in societal
norms may drive organizational change.
Summary
In Chapter Two, a comprehensive literature review examined the aspects of women’s
participation in the IT industry, particularly focusing on the challenges hindering women’s
access to leadership positions within the U.S. IT sector. This review examined a range of factors,
including internal and external business organizational environmental elements and systemic or
societal barriers contributing to the underrepresentation of women in IT leadership roles. The
main objective of Chapter Two was to deepen the understanding of this complex issue through a
structured exploration of six central themes: women’s roles in the IT sector, the
underrepresentation of women leaders across all industries, the specific underrepresentation of
women leaders in the U.S. IT sector, including the internal and external business organizational
environmental factors and systemic or societal elements influencing women’s
underrepresentation in IT leadership, the impacts of the underrepresentation of women leaders in
IT, and career advancement and retention pathways for women in the IT sector, including the
causes for the attrition rates for women in IT.

43
Chapter Three: Methodology
The purpose of the study is to identify the environmental and systemic factors that may
be contributing to the underrepresentation of women leaders in the male-dominated IT sector in
the United States. Chapter Three presented the data collection plan and the conceptual
framework used to collect, code, categorize, and analyze data for this basic qualitative research
study. The study’s inquiry methodology consisted of a basic qualitative study involving one-onone interviews with nine mid-level and senior-level women who work in the U.S. IT sector. This
chapter included the purpose of the study, the research question, an overview of the study’s
design, and the research setting. The data sources section included the participants,
instrumentation, data collection, and data analysis procedures. The paradigms of inquiry, study
validity and reliability, ethical considerations, and assumptions are also addressed in this chapter.
The research outcomes can extend beyond academia and offer insights into the
underrepresentation of women leaders in the IT sector. These findings can aid in understanding,
addressing, mitigating, and effectively managing the associated challenges within IT. This study
can potentially enhance the understanding and practices of leadership within the IT industry,
thereby contributing to the field.
Research Question
The following research question guided this study:
• What are the environmental and systemic influences experienced by women who are
mid-level or senior-level IT leaders that may contribute to the underrepresentation of
women in leadership within the IT sector?

44
Overview of Design
The overview of the methodological design of this study used a basic qualitative research
approach. The interview method was used to deeply understand each participant’s experiences as
a mid-level or senior-level woman working within the U.S. IT sector at the time of the interview.
Patton (2002) suggested that interviews are a valuable method for collecting data when the
information researchers seek cannot be directly observed. The interviews aimed to acquire
insights from each individual’s perspectives based on the participants’ firsthand experiences
(Patton, 1987). The researcher listened to participants to learn about each individual’s
experiences working in the IT sector in the United States. The interview protocol followed a
semi-structured model that allowed the researcher to ask follow-up questions (Merriam &
Tisdell, 2016) to explore the individual experiences of these mid-level and senior-level women
who work in the IT sector. The semi-structured approach incorporated preset interview
questions, allowing for the collection of responses that addressed the research inquiries and the
flexible nature of the interview process. Bogdan and Biklen (2007) stated that semi-structured
interviews ensure the researcher gathers analogous data. Based on the flexibility offered by the
semi-structured format, additional valuable information was collected throughout the interview
(Merriam & Tisdell, 2016). The nature of this basic qualitative research inquiry sought to aid the
topic in identifying the environmental and systemic factors that may contribute to the
underrepresentation of women leaders in the male-dominated U.S. IT sector.
Research Setting
The research was conducted remotely, and all interviews were managed using Microsoft
Teams or Zoom. This approach was chosen because study participants were located across the
United States, making it convenient for both the researcher and participants and eliminating the

45
need for travel. Study participants worked in different organizations and sectors within the IT
industry, including software development, cybersecurity, and data analysis. This study used a
purposeful sampling of participants across the United States. Merriam and Tisdell (2016) stated
that purposeful sampling provides the highest potential to learn from each participant.
Purposeful sampling is often used by a researcher who selects participants to provide the
researcher with the most meaningful data to obtain meaning, insights, and understanding from
the inquiry (Merriam & Tisdell, 2016). The goal is to use the participant’s subjective view of
working at a mid-level or senior-level position within the U.S. IT sector by asking open-ended
questions that allow the researcher to listen to each individual’s story (Creswell & Creswell,
2018). While listening to participants’ experiences, the researcher understood the complexities
and similarities of each individual’s story. The criteria used in the study established a defined set
of individuals who have shared experiences that supported the goal of providing credibility,
validity, and dependability to the study.
The Researcher
My connection to identifying the organizational environmental factors and systemic
factors contributing to the underrepresentation of women leaders in the male-dominated U.S. IT
sector is deeply rooted in my career experiences. I have spent most of my professional life
working in this male-dominated field as a consultant, program manager, project manager, and
organizational change manager, implementing software programs in large IT organizations and
IT groups or departments. In this middle management role, I have personally encountered
colleagues in higher positions within these organizations who exhibited in-group biases against
me and other females throughout all levels of the organizations where I have been employed.
Some factors included more senior-level leaders not socializing with other females or me in

46
subordinate roles while traveling to clients’ sites and being unwilling to mentor or assist other
women seeking promotions within the organizations where I worked. As a consultant, program
manager, project manager, and organizational change manager, I spent a considerable amount of
each work week on the road at client sites, and it was customary that work colleagues socialized
after work with one another by going to dinner, sightseeing, or exercising. From my experience,
many leaders did not typically engage in these activities with women colleagues in lowerranking positions. They would, however, participate in these activities when a higher-ranking
colleague was onsite for meetings such as a monthly steering committee meeting with the
client’s sponsors.
As a consultant, program manager, project manager, and organizational change manager,
and because of my management role, I actively encouraged project team members to socialize
with one another and with me to create a more solidified team. This proactive approach often
improved the internal work dynamic. As an outcome, teams were, in my opinion, more unified
with the client and, therefore, provided the client with a cohesive team that was excited and
challenged by the project and was dedicated to completing the project on time, with a highquality product, and a happy client. When team members detected that senior-level leaders did
not want to associate with the project team, these actions negated the work of solidifying the
project team and often demoralized team members.
When I viewed Cooper’s (2017) intersecting axes of privilege, domination, and
oppression, I was able to view how I am situated through the intersection of power, gender, race,
class, sexuality, ethnicity, culture, and language. I was also able to determine that my identities
existed on both the privileged and oppressive axes. My positionality revealed that I am
considered privileged due to my fair skin color and the fact that I am a White, heterosexual,

47
feminine female who is a middle-class, able-bodied Protestant. I am also credentialed, Englishspeaking, and of European heritage. Considering my position as a woman in a predominantly
male-dominated IT field, it is essential to acknowledge the dynamic of power relations inherent
in this context. Cooper highlighted the intersectionality of gender, indicating that as a female in
the IT industry, I may experience intersecting forms of oppression. Cooper’s diagram was a
helpful tool for me to use to identify and understand the intersectionality that presented
privileged and oppressed traits as well as the overlap between the two identities, which
ultimately increased my understanding of how I may now work toward being more equitable in
my professional and personal life.
Based on Cooper’s (2017) axes of privilege, domination, and oppression, and because of
my positionality, I can associate how the problem of practice in this study and my identities
contributed to thoughts about this topic. My positionality on this topic originates from being a
woman who has confronted a considerable labyrinth where I have needed to acclimate to varying
work situations to achieve my educational and employment goals. Although I have faced and
experienced hindrances while navigating career advancement, I recognize that I come from a
place of privilege and have not had the same issues, difficulties, or concerns that people of other
races, ethnicities, or religions confront in the workplace. With this knowledge, I know any biases
must be acknowledged not to impact the study. To mitigate biases, I actively listened to
participants and did not disclose affiliations with the research topic. In addition, a constructivist
worldview was used because social constructivists believe that people look to understand the
world they live and work in (Creswell & Creswell, 2018). They create subjective meanings for
their experiences (Creswell, 2014). Also, I focused on how participants worked within the
contexts of how people live and where they work to understand the participant’s historical and

48
cultural setting, knowing that my positionality as the researcher may form interpretations
(Creswell, 2014).
Data Collection, Instrumentation, and Analysis Plan
Grounded in the constructivist worldview, this research study was designed to collect
qualitative data through participant interviews. A basic qualitative inquiry method was used to
listen to and interpret participants’ open-ended questions and responses to learn each individual’s
views on the subject. Therefore, this study used individual interviews as the only method with
one interview protocol. According to Ültanır (2012), constructivism is an epistemology and
learning theory explaining knowledge acquisition. The constructivist worldview emphasizes that
understanding is built upon learners’ prior experiences and background knowledge (Ültanır,
2012). According to the constructivist worldview, individuals construct new understandings by
interacting with their existing beliefs and the ideas, events, and activities they experience
(Ültanır, 2012). In addition, constructivist theories emphasize the role of observation in shaping
understanding. Reality is constructed through the meaning individuals attribute to their
environment, which is influenced by one’s social interactions (Ültanır, 2012).
Semi-structured Interviews
This study used one interview protocol, a basic qualitative study with a semi-structured
interview approach, to learn each individual’s experiences. The interview protocol followed a
semi-structured format using predetermined interview questions. Merriam and Tisdell (2016)
believed open-ended questions allow interviewees to “define the world in unique ways” (p. 110).
Individual interviews were the primary method of data collection. The interviews were
conducted remotely using Microsoft Teams or Zoom platforms. To ensure comprehensive data

49
was captured, interviews were recorded using digital platforms and a password-protected cellular
telephone. This dual modality approach facilitated accurate transcription of the interview data.
Before participants were sought to participate in the study, I received approval from the
USC Institutional Review Board (IRB). Interview data was collected in the late summer and fall
of 2023. The logistical procedure for collecting interview data included recording the interview
meetings. The location of the data collection and interviews included remote interviews using
Microsoft Teams or Zoom meetings. Interviews lasted between 60 and 90 minutes. I obtained
each participant’s permission to record the interviews. Each interview was recorded using the
recording features in Microsoft Teams, Zoom, and my cellular telephone. I uploaded the
recorded interviews into Otter.ai so that each interview could be transcribed. Multiple collection
modes ensured that the interview data were transcribed verbatim, thereby increasing the
reliability of the information gathered from each participant (Merriam & Tisdell, 2016).
Collecting data through interviews allowed me, as the researcher, to ask open-ended questions
and understand the participant’s experiences regarding the environmental and systemic factors
contributing to the underrepresentation of women leaders in the U.S. IT sector. In addition, all
interview notes and records were reviewed directly after each interview to decrease the
possibility of making incorrect assumptions or interpretations of the data (Burkholder &
Thompson, 2020; Bogdan & Biklen, 2007). Finally, the recorded data from the interviews and
the transcriptions were stored on my computer’s password-protected hard drive.
I used the following approaches to begin data analysis. I sought permission from each
participant to record the interview, recorded each interview using two modalities, and reviewed
interview notes and observations directly after each interview, denoting observances that I found
interesting or unusual about the interview. I then examined the transcripts of each interview,

50
ensuring the voice dictation feature within Microsoft Teams or Zoom and Otter.ai correctly
transcribed the data, ensuring transcripts were accurate. This required me to listen to each
interview multiple times while viewing the transcription to ensure accuracy.
Data Collection Procedures
Data collection commenced following the approval of the USC’s IRB. Interviews were
conducted between late summer and fall of 2023. Each interview session lasted between 60 and
90 minutes. Participants provided consent for audio recording before the interviews started. The
interview protocol consisted of 15 questions to elicit in-depth insights into each participant’s
experiences.
The semi-structured interview format allowed for flexibility in probing for additional
information beyond the predetermined questions. Open-ended questions were utilized to capture
participants’ perspectives. A purposeful sampling technique was employed to recruit nine midlevel and senior-level women professionals from the U.S. IT sector who met the research criteria.
To ensure data reliability, the researcher maintained a researcher diary to capture initial
thoughts and impressions related to the study’s focus. Verbatim transcripts of the recorded
interviews were used for analysis. All data, including recordings and transcripts, were securely
stored on a password-protected laptop.
The study criteria were created to include individuals with shared experiences, thus
enhancing the credibility and validity of the findings. Potential participants were adult women
between 23 and 80, with a minimum of 5 years of experience in the IT sector, and held mid-level
or senior-level management positions in the United States at the time of the interview. This
rigorous selection process aimed to ensure the appropriateness of participants for the study,
aligning with established methodological principles (Creswell & Creswell, 2018).

51
Sampling
This study’s sampling and recruitment approach included a purposeful sampling of nine
individuals. To support the appropriate selection of individuals, information was required to
understand where the participants were in their current position within the U.S. IT sector and
how they met the following study criteria.
The data collected underwent thorough analysis and employed a systematic classification
methodology that included coding, identifying common themes among participants, and
discerning participants’ response patterns. Data collection was completed by conducting semistructured interviews. Each study participant was interviewed using Microsoft Teams or Zoom
platforms and ranged between 60 and 90 minutes. Nine participants were interviewed. Each
participant was assigned a codename from Participant 1 through Participant 9. This measure was
taken to safeguard the anonymity of each participant’s responses. The selected participants
ranged from 31 to 74 years old, thus reflecting a diverse age demographic. Geographically,
participants were distributed across all four regions of the United States as defined by the U.S.
Census Bureau (view Appendix C for the figure). The collective IT experience of the participants
spanned from five to 53 years, highlighting a breadth of industry knowledge. Ethnically,
participants comprised individuals who identified as White, Black, and Asian. Furthermore, all
participants provided consent before recording each interview.
In terms of education, while the study involved only nine participants, the study
comprised individuals with diverse academic backgrounds, ranging from some college education
to bachelor’s, master’s, and doctoral degrees. Additionally, participants included those currently
pursuing master’s degrees and doctoral candidates. This reflected a diverse group of participants
with varying levels of education and expertise within the IT field. This educational diversity

52
enriched the study by providing insights from individuals with different educational
backgrounds, perspectives, and experiences. This study captured various perspectives and
experiences related to the research topic by including participants with diverse educational
backgrounds. This breadth of input contributed to a more comprehensive understanding of the
issue and enhanced the validity and richness of research findings. Table 5 provides a
comprehensive breakdown of demographic information for each participant in the study.

53
Table 5
Participant Demographics
Participant Position Experience Education U.S.
region
Age Ethnicity
Participant 1 Chief of staff
Currently
transitioning to
head of strategy
6 years Doctoral
candidate
West 30s White
Participant 2 Vice president of IT
and founder and
CEO of a
consulting
organization
18 years Doctorate Northeast 50s Asian
Participant 3 Vice president of
solutions delivery
15 years Bachelor’s West 40s White
Participant 4 Technology project
manager in a
program
management office
25 years Master’s South 50s White
Participant 5 Senior HR
technology analyst
5 years Master’s South 30s White
Participant 6 HR technology
analyst
8 years Pursuing
master’s
Midwest 50s Black
Participant 7 Practice directorERP (enterprise
resource planning)
10 years Master’s South 40s White
Participant 8 Principal solution
architect
53 years Bachelor’s West 70s White
Participant 9 Principle/owner of a
consulting limited
liability company
(LLC)
24 years Some
college
South 60s White
Exclusion criteria included women who did not work within the IT sector in the United
States, women who had not worked within the IT sector in the United States for a minimum of 5
years, women who did not have access to a computer with a microphone and camera, and women
who were not at a mid-level or senior-level position within the IT sector in the United States.

54
Creswell and Creswell (2018) stated that using inclusion and exclusion criteria will ensure that
inquiry participants have the characteristics needed to participate in the study.
The recruitment approach included contacting mid-level and senior-level women in the
U.S. IT sector using LinkedIn, USC’s Meta (Facebook) private page, and my personal Meta
page. LinkedIn is an online service provider. LinkedIn is focused on business and employment
and is mainly used for professional networking, employer recruiting, job seekers looking for new
positions or internships, and career development (LinkedIn, 2023). LinkedIn is currently known
as the world’s largest professional network on the internet (LinkedIn, 2023). USC’s Meta
(Facebook) private page is the official USC Rossier online Doctor of Education Student group.
This page is used to connect USC students. The group was created to provide a space for
students to share experiences with other current students in the program, enable discussions,
create a community, and provide networking opportunities. The page is titled USC Rossier
Online OCL EdD Student Community and Forum. I also used my personal Meta page to seek
participants through my contacts. Meta provides online services that help people connect. Meta’s
mission is “Giving people the power to build community and bring the world closer together”
(Meta, 2023, para. 1). The rationale for using this recruitment approach was to ensure a
comprehensive group of participants within the IT sector across the United States was obtained
so the information gathered would be more inclusive of what was occurring within the IT sector
in the United States in multiple locations as opposed to one city or state.
The method for contacting potential interview participants included posting an inquiry
announcement on LinkedIn, USC’s Meta page, and my Meta page, which had a link to a
calendar to self-schedule an interview. Potential interview participants could also send an instant

55
message or email me, as my contact information was also provided in the announcement. The
request to participate in the study is located in Appendix A.
The interview participants were selected over two months after I obtained IRB approval. I
followed up with interview participants based on their preferences and emailed or called them as
appropriate.
Instrumentation
The data collection instrument included a semi-structured interview protocol to explore
how women in mid-level or senior-level positions experience working in the U.S. IT sector,
examining the many ways in which they navigate their roles and environment. All study
participants were asked the same questions derived from the interview protocol. The interviews
followed a conversational style, featuring open-ended questions that altered slightly when a
participant’s responses brought forth new sights or thoughts not previously anticipated by me.
The interview protocol consisted of 15 questions. It began with an introduction to the
study, during which I established a rapport with each participant. Next, I asked several questions
to understand each participant’s unique experiences within the U.S. IT sector. Once all questions
had been asked and answered, participants were thanked for their involvement in the study, and
the interview was concluded. The interview protocol can be found in Appendix B.
Data Collection Procedures
The procedures for collecting data included ensuring I received USC’s IRB approval
before posting a request for participants for the study. I obtained USC’s IRB approval in the
spring of 2023. A request to participate notification was posted in the late summer of 2023. All
interviews and transcriptions of interviews were completed by December 31, 2023. Data analysis
was completed in February 2024. Each participant was required to meet conditions to participate

56
in the study. I obtained each individual’s consent to participate before recording each interview.
Data was collected via remote interviews using Microsoft Teams, Zoom, and my cellular
telephone. These platforms were used so I could interview participants at a time that was
mutually convenient for both the participant and me. Additionally, neither the interviewee nor I
was required to travel to meet at a specific location for the interview. In addition, these platforms
allowed me to record and transcribe the interviews, which aided me in transcribing, coding,
categorizing, and analyzing data. Furthermore, I could see the interviewees on the computer
screen, enabling me to observe facial expressions and body gestures, which led to additional
questions relevant to the study.
The research inquiry was designed using interviews with participants to collect
qualitative data. A basic qualitative inquiry approach was used when listening to and interpreting
participants' open-ended questions and responses to learn each individual’s views on identifying
the organizational environmental factors and systemic factors contributing to the
underrepresentation of women leaders in the male-dominated information IT sector within the
United States. Each interview was scheduled for 60 minutes. However, some interviews lasted
for 90 minutes.
Data Analysis
Creswell and Creswell (2018) defined data analysis as assessing and supplying meaning
to information. Using a qualitative approach allowed me to ask open-ended questions while
gathering information through the interview process. I completed the coding using a mix of
priori and posteriori coding. I ensured the interviews were transcribed verbatim to ensure the
accuracy of conversations. All interviews were transcribed, coded, categorized, and analyzed,
and interview data was scrubbed to ensure each participant’s identity was not identifiable.

57
Participants were identified as Participant 1, participant 2, etcetera instead of using pseudonyms
in place of each participant’s name. Data analysis occurred throughout the entire study. I coded
the interview transcripts using an open, or axial, code approach to look for common themes,
words, phrases, or categories. Once the data was coded, I determined the main categories. Data
was analyzed using Otter.ai and Microsoft Excel. All questions and participant responses were
entered into a grid in Microsoft Excel so that I could view each participant’s response to each
question in one row. Creswell and Creswell (2018) recommended selecting five to seven main
categories or themes. As categories and themes were surmised, I deciphered connections,
summarized data, reviewed the original literature, and determined insights gained from the
interviews (Creswell & Creswell, 2018).
Merriam and Tisdell (2016) emphasized that research must be thoroughly managed to
impact practice and theory, offering insights and conclusions that resonate with practitioners and
researchers alike. Confidence in the investigation’s conduct and results is crucial for meaningful
inquiry (Merriam & Tisdell, 2016). Merriam and Tisdell stressed that irrespective of research
type, addressing concerns of validity and reliability requires considering data collection, analysis,
interpretation, and presentation of findings.
This study’s data collection involved mechanically recording interviews, transcribing
verbatim dialogue, and incorporating direct participant quotes. These methodological choices
were complemented by reflexivity, ensuring the researcher’s biases and assumptions did not
influence the study’s outcomes. This commitment to reflexivity is imperative for upholding the
validity and reliability of the research findings (Merriam & Tisdell, 2016).
The overarching strategies employed to maximize the validity and reliability of the study
encompassed several vital components. Firstly, a rigorous selection process was implemented to

58
recruit participants who met specific criteria, enhancing the credibility of the findings. Secondly,
a semi-structured interview facilitated an in-depth exploration of participants’ experiences while
allowing for flexibility in probing for additional insights. Thirdly, multiple data collection
modes, including digital recording and transcription, were employed to ensure the accuracy and
completeness of the data. Finally, maintaining a researcher diary enabled the documentation of
initial thoughts and reflections, contributing to the transparency and trustworthiness of the
research process. By integrating these methodological strategies, this study sought to establish a
robust foundation for producing credible and trustworthy findings, thereby enhancing the overall
quality and rigor of the research endeavor.
Ethics
“To a large extent, the validity and reliability of a study depend on the ethics of the
investigator” (Merriam & Tisdell, 2016, p. 260). The responsibilities concerning involving
human participants in this research included the following items. Ethical procedures began with
me obtaining permission from USC’s IRB to conduct human subjects research. I followed USC’s
guidelines concerning involving human participants in this inquiry, ensuring participation in the
study was voluntary and that artifacts and data collected from participants would remain
confidential. Research participants’ identifying information was protected by removing all forms
of identification to procure honest and candid information about the interviewee or the
participant’s organization. The study did not add names of organizations, family members, and
colleagues. Study participants were identified using a numbering system of Participant 1,
Participant 2, et cetera. Pseudonyms were not used. Each interview participant provided verbal
permission to be recorded. I reassured participants that their participation was voluntary.
Interview participants were also told that if they ever felt uncomfortable answering a question or

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questions, they did not need to respond to the question or questions. Additionally, if the
participants needed to stop the interview, they were told they might cease participating in the
study at any time, and all data previously obtained from the interview would be destroyed. All
documentation, including audio recordings, notes, and copies of surveys, were retained on my
password-protected secured personal laptop for the protection of each interview participant.
Participants did not receive any monetary incentives to participate in the study. Once I completed
the study, I sent each participant a letter expressing appreciation and thanking them for their
involvement. Power dynamics were not an issue because I was not the participants’ manager.

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Chapter Four: Findings
The purpose of the study is to identify the environmental and systemic factors that may
be contributing to the underrepresentation of women leaders in the male-dominated IT sector in
the United States. The research involved exploring the lived experiences of women participants
in IT. The results yielded common themes and aligned with the following research question.
• What are the environmental and systemic influences experienced by women who are
mid-level or senior-level IT leaders that may contribute to the underrepresentation of
women in leadership within the IT sector?
Research Findings
Numerous internal business organizational environmental factors and systemic or societal
barriers influence the underrepresentation of women in leadership positions within the U.S. IT
sector. Despite notable advancements for women in the IT industry, these obstacles persist to
varying degrees. The study’s research question sought to explore the perspectives of nine
participants regarding these internal business organizational environmental factors and systemic
or societal influences. This led to the identification of five internal business organizational
environmental factors and five systemic or societal factors.
The underrepresentation of women leaders in IT is a multifaceted issue that requires a
thorough understanding of its background and context. Several key factors have contributed to
the inadequate representation of women in the U.S. IT sector. Gender imbalances in this sector
have persisted over time, and women have been historically marginalized across various IT
domains. Despite incremental progress and improvements over the past six decades, significant
disparities persist. As identified by study participants, five internal business organizational

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environmental themes and five systemic or societal concerns emerged from this research. The
relationship among these issues is intricate and is not always mutually exclusive.
Internal business organizational environmental factors:
• Organizational policies and practices related to promotion processes, performance
evaluations, and organizational culture
• Career advancement opportunities
• Work-life balance, flexible work arrangements, and other inclusive practices
• Mentorship, allyship, and sponsorship
• In-group distancing
• Systemic or Societal Factors
• Societal and cultural norms
• Devaluing women’s competencies and expertise
• Stereotypes, gender biases, and discrimination
• Patriarchal work culture
• Double standards in the workplace
Internal Business Organizational Environmental Factors
This study focused on the internal business organizational environmental factors. The
internal environment is a component of the business environment, consisting of various elements
within the organization that can influence or be influenced by the organization’s choices,
activities, and decisions (Business Jargons, 2024). This environment includes the organizational
climate, culture, machinery and equipment, work processes, members, management, and
governance, all of which can significantly impact organizational decisions, especially the
behavior of its human resources (Business Jargons, 2024). Duncan (1972) defined internal

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environmental factors as “those relevant physical and social factors within the boundaries of the
organization or specific decision unit that are taken directly into consideration in the decisionmaking behavior of individuals in that system” (p. 314). Duncan also stated that there is a
distinction between internal and external environments and that there is no comprehensive list of
all internal or external environments. Furthermore, “No decision unit is expected to identify all
the components in its particular internal and external environment. The list of environmental
components … may be particularly relevant to industrial organizations and may vary for other
types of organizations” (Duncan, 1972, p. 314). The internal organizational environment
includes physical and interpersonal relations among members within an organization that
influence decision-making, while the external organizational environment involves other
physical and social elements outside an organization that influence decision-making (Duncan,
1972).
Internal Business Organizational Environmental Factors: Organizational Policies and
Practices Related to Promotion Processes, Performance Evaluations, and Organizational
Culture
Organizational workplace policies, practices, promotion processes, performances, and
organizational culture may contribute to work environments that impede women’s advancement;
internal business organizational environmental factors and broader societal attitudes shape
workplace policies concerning work-life balance and flexibility. Participant 1 shared her
experiences with toxic work environments and culture. She discussed her experiences within her
current organization, where she is part of a small management team. Participant 1 highlighted the
benefits of working in a tight-knit team environment where there is less tolerance for toxic

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behavior and acknowledged that while she has not encountered challenges in her current role,
she recognized the potential for issues to arise in the future:
My current company has 17 people, and I’m on a five-person management team. I’m not
experiencing the problems right now that I’ve experienced in the past, but that doesn’t
mean that some iteration of challenges may not occur. But … you have to remove toxic
people. … You just do not have space for toxicity on smaller teams because it’s really
noticeable, and it can’t be covered up by just … don’t work with that person anymore.
That’s not really an option on a team of our size.
Networking is essential for career advancement, and it presents additional challenges for
women, particularly where male-centric networks prevail. Women may have limited access to
networking opportunities, which frequently play a significant role in career advancement.
Representation matters, and the absence of women in prominent IT leadership roles may hinder
efforts to address gender disparities within the field.
Participant 2 also experienced exclusion from company outings and networking events
that would have provided opportunities for professional growth and networking with key figures.
Consequently, she took the initiative to network independently, attending conferences and
seeking out connections to advance her career:
So, it would be networking events. It would be meeting companies … that we were
working with, [or] … board members. … It was … an opportunity, potentially, for me to
grow, for me to meet other people, network, and look at what else is out there. … because
he didn’t give me the opportunities that he gave other people. … I didn’t always get
invited to … networking event[s]. I had to figure out how to network myself. So, I always

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sought it out. I would go to conferences and seek out and connect with people versus it
being organically … built for me.
Participant 1 described exclusion from social outings due to assumptions about her
interests. She recounted a scenario where a group of men in her previous company organized
outings. Despite being part of the team, she was never invited because it was assumed she would
not be interested. This exclusion left Participant 1 feeling marginalized and unsure whether it
was a collective decision or the action of individuals within the group:
Social outings. Oh, this is annoying, but it’s real. The last company I worked in … would
go do [a] … gun range day together. They drive out into the middle of the woods and
shoot their guns. I was never invited. I was never considered to be … an interested
participant. Not because I wasn’t part of the team. But because they … assumed that I
would have no interest. They’re wrong. But they … did not invite me to a social outing
that they assumed would not fit my interests.
Moreover, attrition rates among women in IT may escalate due to discriminatory
practices and limited opportunities for career advancement. These issues highlighted women’s
continued barriers within the IT sector and the need for comprehensive strategies to address
gender disparities that foster an inclusive and supportive environment for women’s professional
development and advancement.
Participant 1 stated, “Men are much more likely to not uphold some of the equity-focused
hiring and management practices that women have really made very important in the
workplace.” This statement suggested that organizational policies and practices related to
promotion processes, performance evaluations, and organizational culture may be influenced by
gender dynamics. Overall, Participant 1’s statement highlighted the importance of addressing

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gender biases in organizational policies and practices to create a more equitable and inclusive
work environment. It suggested a need for greater awareness and advocacy for diversity and
gender equality at all levels of the organization.
Participant 2 reflected on how organizational policies and practices related to promotion
processes, performance evaluations, and organizational culture can impact individuals’ career
advancement opportunities by stating, “I never got my manager roles the first time I applied for
them.” The statement hints at the prevailing culture within the organization regarding career
advancement.
Participant 1’s experiences with organizational policies and practices related to
promotion processes, performance evaluations, and organizational culture have been marked by
significant challenges and traumas. She recounted instances of being told by a male manager that
the only way to advance in her career was to have more time, essentially implying that age was
the primary factor for promotion rather than skills or merit. As a young woman in the IT
industry, she faced additional hurdles and discrimination, including instances of sexual
harassment. She highlighted the difficulty of addressing such issues within the organization,
often requiring significant effort and persistence to effect change. Despite these challenges, she
expressed some relief in being able to work from home, where they feel shielded from some of
the biases and harassment:
Some of these things work traumas are very much ingrained. Those career traumas hurt
really bad. I’ve been told by a male manager that the only way to move up is just to have
more time, which literally means just be older. I’m 31, and I’ve been in a leadership role
at a software company since I was 25, … and you’re told the only way to grow in your
role and to be promoted is to be older or to have more years of experience, not to

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demonstrate any further skills. … Many women … experience some sexual harassment.
… What I found is … you have to say why is this still a problem before somebody
actually makes a change.
Participant 2 highlighted the importance of addressing gender biases within
organizational policies and practices to ensure fair and equitable opportunities for career
advancement. It underscored the need for organizations to foster inclusive cultures that value
diversity and meritocracy rather than perpetuating discriminatory practices based on gender or
other irrelevant factors. Participant 2 said,
The 3 years, I fairly quickly moved into their interim management position to manage
the department because the manager went on maternity leave, and then she decided not to
come back. So, [in the] … interim, they gave me the position, and then when it came time
to go out and recruit, they wanted a guy, so I didn’t get that role. It was pretty obvious. I
mean, … they can’t come out and say they wanted a guy, but … it was made pretty clear
to me. … How they made it clear was what they would say, … “You’re just really new at
this, and there are … people out there, especially guys, that know what they’re doing.”
Participant 2 described an experience where a colleague was promoted to an executive
position without a formal search process, leading her to feel discriminated against. She believed
she was equally or more qualified for the position, yet she was not given the opportunity. When
Participant 2 raised their concerns to human resources and used the term “discrimination,” it
caused a significant reaction, with HR escalating the issue to the president’s team. This incident
taught her that directly using terms like “discrimination” may not help address organizational
issues. Participant 2 replied to approaching leadership or HR with concerns by saying,

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So, we have four directors, and one of the directors got promoted to executive director
without a search. It was just out of, like, cycle promotion. … All of a sudden, he was
promoted when we were all like, wait a minute, how does that happen? … I went to
human resources, and … I … said, “I feel like I’m being discriminated against by not
giving me an opportunity … I am equally qualified for this position, if not more
qualified, and I never got an opportunity, so I feel like I’m being discriminated against.”
… So, I learned very quickly, that’s not gonna help me at all.
Participant 2’s response highlighted her experience with discriminatory promotion
practices within her organization. By sharing her experience of going to HR with concerns about
discrimination in the promotion process, she provided valuable insight into the organizational
dynamics that can hinder women’s advancement in IT. This firsthand account added to the topic
of discriminatory practices within the workplace and emphasized the importance of examining
organizational policies and procedures in addressing gender inequalities in IT.
Internal Business Organizational Environmental Factors: Career Advancement Opportunities
Women in IT often face unequal opportunities for career advancement that extend
beyond individual workplaces to include industry-wide trends and practices. Where men are in
the majority, such as in IT, women frequently face obstacles as they strive to advance
professionally. Despite their qualifications and capabilities, the following three participants faced
challenges and explained how they navigated IT barriers while seeking advancement
opportunities. Their experiences provided valuable observations into the hurdles women face in
IT.
Participant 1 offered insights into the complexities of pursuing promotion opportunities
and her experiences with career advancement opportunities in the male-dominated IT industry.

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She recounted being told by a male manager that the only way to progress in her career was to be
older, despite already holding a leadership role in her mid-twenties. Participant 1 also described
the challenges of being a young woman in a predominantly older male environment and the
struggles she faced in confronting issues such as ageism and sexism. She noted that it often took
significant effort and complaints to bring about changes, including removing problematic
leaders. Participant 1 also mentioned experiencing sexual harassment, both overt and subtle and
highlighted the need for continued efforts to address such issues in the workplace. She expressed
some relief in working remotely, as it provides a degree of distance from these challenges:
When you are the 25-year-old lady amongst a room of much older people, mostly …
because tech … is 77% male … and you’re told the only way to grow in your role and to
be promoted is to be older or to have more years of experience not to demonstrate any
further skills. … I love working at home for this reason. I get to hide behind this little
screen.
Participant 2 faced challenges in obtaining managerial roles the first time she applied for
them. In one instance, she was passed over for a male candidate who was later replaced by her
when he decided to move to a different state. Participant 2 provided two examples of the
challenges she faced while pursuing promotions. In the first instance, despite effectively
managing a department during her coworker’s parental leave, in favor of a male candidate.
Subsequently, when Participant 2 assumed the role of another departing manager, she was not
selected. Participant 2 said,
I was under a female manager, and then shortly after … she left, I applied for her role, me
and another person within my organization, … and he got … the job. He was in it for …
a couple of months and … decided he wanted to move … [to] California. So, … that VP

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said, well, that’s okay, she can do your job while you go and find your apartment, … so
… I was given his role. … Then, when he left the role, I applied for the role again, and …
because I was the only applicant, I got the job.
Participant 3 shared her perspectives about the barriers hindering women from advancing
in IT. She discussed the challenges of career advancement in a workplace where opportunities
for promotion were limited and retention of talented individuals was difficult, and she
acknowledged the presence of unconscious bias in the workplace:
So, I do think that there is unconscious bias there, but I don’t know how and when we
would overcome it. … You don’t get manager roles very often, right? Someone has to
leave the organization. … We don’t just make a role because someone is good for it. So,
it starts to become narrow and hard to retain people long enough because they’re just like,
well, I could make more money elsewhere. And I’m just gonna go to the place that can
earn me more money versus sticking it out to get the title.
These participants’ experiences underscored the challenges while seeking advancement
opportunities in the IT sector. Participant 1’s encounter with age-related biases highlighted the
challenges of being a young woman in a predominantly male environment. Participant 2’s
journey revealed the barriers women face in securing managerial roles, often losing out to less
qualified male candidates. Participant 3 highlighted the challenges of obtaining managerial roles
and noted that opportunities can be limited and often require someone to leave the organization.
She also emphasized that this narrow path to advancement makes it difficult to retain employees
because they may be tempted to leave for better-paying opportunities elsewhere rather than
waiting for a chance to advance within their current organization.

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Internal Business Organizational Environmental Factors: Work-Life Balance, Flexible Work
Arrangements, and Other Inclusive Practices
The absence of family-friendly policies, such as flexible work schedules, childcare
support, accommodating pickup and drop-off times, or parental leave, may create obstacles for
women aspiring to leadership roles within IT. IT organizations' culture significantly influences
women's representation in leadership positions. Companies prioritizing diversity, inclusion, and
family-friendly policies are more likely to foster diverse leadership teams.
Participant 7 expressed significant frustration with her previous employer’s environment
and the lack of work-life balance, flexible work arrangements, and inclusivity. She asserted she
needed a healthier work environment with better work-life balance and more inclusive practices
by stating,
I said, okay, I can’t … do this anymore. I need to find something else that’s gonna give
me the sanity I needed. This was the … culture; we need to schedule a call at 6:30 at
night. Not once, not twice, but maybe three times a week. … There was no balance. …
how many times were you on PTO and you got phone calls? … Probably every single
time you went on PTO. … It wasn’t healthy. It just wasn’t healthy.
Participant 4 highlighted the significant strain that long work hours and an imbalanced
work-life dynamic placed on her personal relationships and overall well-being. Her perspective
stressed the importance of work-life balance and the need for employers to recognize the human
aspect of employees beyond their work output:
Oh, it’s strain puts a huge strain on personal relationships. … It has an impact. … It
meant putting in all these hours, 90 hours, whatever it was, whatever it took. Now, I’m

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impacting my family, and I don’t like that. … That’s not what we’re here for on earth. …
That’s not what life’s all about.
Participant 2 experienced cultural assumptions and exclusionary practices within her
organization. She discussed her experience with work-life balance and inclusive practices in the
workplace and highlighted how assumptions about her responsibilities as a parent led to
exclusion from certain opportunities. Participant 2 also recounted instances where she was
automatically excluded from activities or projects because of her parental status, assuming it was
in her best interest. However, this approach ultimately limited her opportunities for growth and
involvement in decision-making processes. Participant 2 emphasized the importance of being
included in discussions and decisions regarding work-life balance rather than being
automatically excluded based on assumptions about her personal life:
A lot of times, I didn’t get the same opportunities because it would be, well, we’re going
to be doing this, … but you don’t have to come because you have kids at home. … So,
that was their way of excluding me. Because I did, I had kids, and so the way he thought
of it was he’s trying to help me. They try to balance my work life, you know, but that also
excluded me, so he never gave me the opportunity to make that decision.
Due to her senior-level position, Participant 2 now ensures that other team members have
opportunities presented to them that were not offered to her in the past. She reflected on her own
experiences with work-life balance and inclusive practices, noting how she was often excluded
from opportunities due to assumptions about her parental responsibilities. However, Participant 2
has learned from these experiences and now prioritizes allowing others to participate in activities
rather than making decisions for them. She emphasized the importance of promoting the wellbeing of her staff by providing options and respecting their choices, whether they have family

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commitments or not. She adopted a proactive approach to ensure inclusivity and flexibility in the
workplace based on her own experiences and lessons learned:
But what it did help me do … is never … try not to do it to others, whether they’re
female or male. … When I meet with someone, I will always say I know you have kids,
but I’m giving you the option. You do not have to go, but this is an opportunity. So, I
present it in a way that they have that option, whether they want to go or not. Because
that’s what I always want. Just give me the option. Don’t take it from me. Don’t make a
decision for me; give me the option. … Maybe I can get a babysitter. … They always say
… from your bad bosses, you learn what not to do. I’ve learned a lot of what not to do
and what I really tried to do is try to promote the well-being of my staff.
Participant 2 also shared her work-life balance and caregiving responsibilities she faced
as a woman in IT, which showed the importance of inclusionary initiatives that would create a
more inclusive environment for women in IT. She discussed women’s challenges in achieving
work-life balance due to societal expectations of caregiving roles. She noted that women often
bear the primary responsibility for caregiving, whether it’s for children, parents, or other loved
ones. As a result, she believed that women feel pressured to excel both at work and at home,
leaving little time for self-care. Participant 2 shared her personal experience of sacrificing sleep
to manage work and family responsibilities and highlighted the demanding nature of balancing
career and caregiving duties:
So, I think women have a harder time because they … tend to be the primary caregivers,
no matter what you say, even when there isn’t children. If there are parents in the picture,
if there is a loved one, … there’s … in my experience, women tend to be the primary
caregivers. So, they have to not only give 110% at work … in order to be seen and

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valued, they have to do more; they have to do better. They also have to give at home. …
So, there is almost … no balance. There’s no time for self, … so I don’t sleep very much,
and that’s by training because I had two young kids. … I would work … until two three
o’clock in the morning, turn around, get up, and go to work around six or seven. … If you
go home at seven o’clock because you worked a little bit later, and we know dinner is
probably going to be on the table, … or the kids … probably have already had their baths
and getting ready for bed, or doing their homework, or whatever. Women don’t have that
choice. When I get home at 7 o’clock, I’m still making dinner. I’m still making sure that
the kids are [cared for]. … I think that’s a major barrier.
Internal Business Organizational Environmental Factors: Mentorship, Allyship, and
Sponsorship
Findings from this study emphasized that mentorship, allyship, and sponsorship are
integral components of professional development and advancement within the IT sector. Each
plays a role in supporting participants who received this support as they navigated their careers,
overcame obstacles, and pursued growth opportunities. Together, these forms of support create a
network of relationships that may significantly impact an individual’s career trajectory and
success in IT. Several participants shared their experiences with mentorship, allyship, and
sponsorship within the IT sector. They discussed the impacts of these relationships on their
careers and reflected on the gender dynamics present in their mentorship experiences.
Participant 1 had experiences with mentorship, allyship, and sponsorship while working
in the IT sector. She emphasized the importance of mentorship in supporting and uplifting
women in the workplace. Participant 1 had experienced mentorship from a woman who made a
significant positive impact, stating, “There has been a good woman; specifically, she mentored

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we started as a mentorship relationship … who has made a significant impact.” Participant 1
described the mentor as treating her as an equal despite the mentor’s position of authority,
saying,
She was in a position of authority. She treated me as an equal. She … was my boss, but I
always felt like a teammate. She had more information and more access. … She gave me
a lot of feedback until … she got to this point where she expected me to take it over and
do it myself, and then she gave me very little unless it was more coaching. … You’re
gonna tell them everything they need to do until the point where they can run on their
own, and then you’re gonna let them do it. She did that. She treated me as an equal.
Participant 1 also stated that she had male mentors who helped her in her IT career:
There are also a couple of men that stand out because they treated me as if I was capable,
and they let me run. … They supported me along the way. There’s a difference between a
mentor and a sponsor. … I think men are much more willing to mentor women than they
are to sponsor them.
Participant 1 advocates for mentorship and creating inclusive spaces as effective
strategies to address gender bias. She emphasized, “Mentorship, building community, …
creating safe … spaces where everybody is valued [is important].” She also highlighted the
significance of intentional mentor matching, stating, “Intentional mentor matching because that’s
the thing that I found to be most effective and has helped my career most.”
Participant 3 had more male mentors and sponsors than female mentors and sponsors, but
she also had allies throughout her career. Participant 3 stated,
I’ve been extremely fortunate in my career to have very good leaders and mentors. … I
have not felt historically stifled or held back in any way because I’m a female. … I know

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other people have not been as lucky as I have. I haven’t had very many female mentors.
They’ve almost all been male. The one female that I worked for, in software particularly,
was very … insecure. She kept everything very close to the vest, wouldn’t share
information, [and] had a hard time when people make decisions without her, … so I
didn’t learn much from that.
Participant 4 had many mentors over her IT career, stating, “My CMIO, he was a good
mentor, we talked, … he vented?” She emphasized the importance of trust in mentorship, saying,
“Because he trusted me, I wasn’t gonna go blab about it.” Participant 4 acknowledged the
validation her mentors provided, noting, “What they’ve really done is they’ve solidified in my
brain that some of this stuff is not normal, that I’m experiencing.” When asked about the gender
distribution of her mentors, Participant 4 estimated, “Probably like 80% [were] men,”
speculating that it might be due to fewer females in higher-level positions or feeling threatened.
She recounted an influential female director who mentored her, highlighting their mutual respect
and lack of threat towards each other, saying, “She didn’t feel threatened by me, and I wasn’t a
threat to her.”
Participant 5 mentioned the importance of mentorship, sponsorship, and allyship in her
career. She credited her male mentor for opening the door to the IT field and providing guidance
and support. She also mentioned her own role in mentoring a male colleague and passing on the
knowledge and opportunities she received. Participant 5 believed that these relationships have
been instrumental in her success and growth in the IT industry. She also mentioned the
importance of networking opportunities and having supportive colleagues who share the same
humor and outlook on life. Overall, Participant 5 emphasized the positive impact of role models,
mentorship, allyship, sponsorship, and networking in her IT career journey:

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I tell [my mentor] all the time … because [you] left to go to a hospital. … I never would
have been here [at her current organization] making more money, doing a job that I
enjoy, that I literally never even knew existed 6 years ago if you had not taken a chance
on someone with zero IT experience and taught me … the foundation of everything. And
he [said] you just needed someone to open the door for you. … You’ve done everything
all yourself. … [So,] I was mentored by a man, and now I’m mentoring another man. … I
think that mentorship definitely helped. I think if [my mentor] had not opened that door
for me, I don’t even know where I’d be today. I don’t even know what I’d be doing
because … after college, … I could not figure out what I wanted to do.
Participant 7 mentioned having a mentor who helped her navigate politics and provided
guidance in her career. She described this mentor as someone who helped her understand how to
take different angles around the politics within the organization and helped with client
communication. Participant 7 also mentioned that this mentor was among the first people she
would call a mentor in her career:
She helped me navigate a lot of politics. … I moved up more rapidly than most folks did,
so she helped me navigate some of the politics around that almost 90% of the time. So, I
would have practice directors or managers that I reported … to. … Eventually, I jumped
over that level and started reporting straight to a VP.
Participant 8 did not have any mentors, but she did have allies:
I wouldn’t say I had mentors in the tradition that I did not necessarily go to them and ask
them for advice, but they watched out for me as their employee. I’ve had others that …
weren’t going to necessarily champion you. … I would call them more allies.

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When Participant 8 was asked if mentorship was important for the advancement of
women in IT to leadership positions, she stated, “I think it would help women to grow because
women don’t, at least in my day, … come in with the idea of having a mentor where men have
been used to that idea for centuries.”
Three of the participants mentioned never having mentors or sponsors. Participant 9
stated, “Mentoring was offered to a select few. Male to male typically. But I can recall a couple
of women having mentors. I asked for one and was denied.”
Mentorship, allyship, and sponsorship are interrelated professional support systems.
Based on participant’s responses, mentorship involved a more experienced individual providing
guidance, advice, and support to a less experienced counterpart, fostering skill development and
career growth. Allyship emphasizes solidarity and advocacy, with peers or colleagues actively
supporting one another, particularly in contexts of diversity and inclusion, to create inclusive and
equitable environments. Sponsorship, meanwhile, involved influential individuals using their
power and influence to actively advocate for and promote the career advancement of others,
often opening doors to new opportunities and providing critical support in navigating
organizational dynamics. Together, these forms of support contributed to the development and
success of individuals within their positions, facilitating career progression and a culture of
collaboration and empowerment.
Internal Business Organizational Environmental Factors: In-Group Distancing
Findings from this study revealed that women’s experiences in mid-level and senior-level
IT leadership positions indicated varying degrees of in-group distancing where individuals
within a particular group, such as a workplace team or organizational hierarchy, consciously or
unconsciously marginalize or exclude others based on perceived differences. In-group distancing

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can manifest in various forms, including exclusion from informal networks, being overlooked for
key projects or promotions, experiencing microaggressions and stereotyping, feelings of
isolation, reduced job satisfaction, and limited opportunities for career advancement. Women
marginalized within their teams or organizations may struggle to access essential resources, such
as mentorship and sponsorship, which are crucial for career development in the IT field.
Moreover, being perceived as outsiders within their professional circles can undermine women’s
confidence and sense of belonging, ultimately impacting their retention and progression within
the IT sector.
In-group distancing in this study also included self-group distancing. In-group distancing
is described as a phenomenon wherein individuals from marginalized groups address societal
inequality by disassociating from the stigmatized group and seeking to assimilate into a nonstigmatized group to cope (Sterk et al., 2018). Self-group distancing is a process where
individuals belonging to stigmatized groups manage inequality by withdrawing from association
with the stigmatized group and integrating themselves into the non-stigmatized group (Sterk et
al., 2018). In-group and self-group distancing may also contribute to the broader influences of
the U.S. IT sector. Still, they do not solely explain why women are underrepresented in top
leadership positions within this profession. In-group distancing is part of an extensive set of
influences widespread in the IT sector and male-dominated industries.
In-group distancing in this study included self-group distancing. In-group describes a
phenomenon where individuals from marginalized groups address societal inequality by
disassociating from the stigmatized group and seeking to assimilate into a non-stigmatized group
as a coping mechanism (Sterk et al., 2018). Self-group distancing is a process where individuals

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belonging to stigmatized groups manage inequality by withdrawing from association with the
stigmatized group and integrating themselves into the non-stigmatized group (Sterk et al., 2018).
Sherif (1966) was among the first researchers to study in-group distancing. His study
explored the dynamics of groups involved in functional relations, which Sherif defined as
connections related to fundamental issues or the compatibility of their goals. The author also
stated, “Whenever individuals belonging to one group interact, collectively or individually, with
another group or its members in terms of their group identification, we have an instance of
intergroup behavior” (Sherif, 1966, p. 12) Sherif formed two key hypotheses: firstly, that groups
in conflict tend to unify internally, and secondly, that the dynamics of leader-follower
relationships alter within the conflict context. His findings suggest that hostility and disputes are
not impulsive phenomena but emerge from interpersonal dynamics influenced by situational
factors (Sherif, 1966). Sherif also believed that groups form around shared objectives within
organizational structures and norms governing interactions.
Henri Tajfel also adopted Sherif’s framework for observing intergroup behavior, which
involved individuals from one group interacting with another group or its members based on
their group affiliations (Tajfel, 1982). Tajfel (1982) stated, “Intergroup relations represent in
their enormous scope one of the most difficult and complex knots of problems which we can
confront in our times” (p. 1). Tajfel recognized the importance of anchoring Sherif’s definition to
its underlying concepts: group and group identification. Tajfel believed a group should be
defined based on internal or external criteria. External criteria represented external designations,
while internal criteria were associated with group identification (Tajfel, 1982). According to
Tajfel, two essential components are required to reach the identification stage, often
accompanied by a third. The first component was cognitive and involved an understanding of

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membership, while the second was evaluative and related to the association of value
connotations (Tajfel, 1982). The third element involved an emotional investment in awareness
and evaluations (Tajfel, 1982). Tajfel believed the basic rules that make a group exist are
important, but knowing those rules is not enough to make people start acting like they are part of
a group. For group behavior to occur, there must be an external acknowledgment of the group’s
presence (Tajfel, 1982). However, even if others see a group, it does not ensure that individuals
identified as a group are aware of shared membership and its associated values (Tajfel, 1982).
According to Tajfel, someone is part of a group when they not only know the group’s rules but
also feel like they are a part of the group and understand its values. Tajfel believed a group could
only be named a group when the group members agree to rules inside the group, and others
recognize them as a group from the outside. Tajfel also found that how people see groups
suggests that thinking affects how the groups are viewed. Tajfel wrote about “availability
heuristics,” meaning judgments can be influenced by memorable or unusual information,
generalizing about entire groups based on just a few examples. Tajfel also presented another
concept of “category prototypes,” which looks at how people simplify impressions of whole
groups by focusing on specific characteristics.
Participant 2 reviewed her experience with in-group distancing, particularly in relation to
mentorship, when she asked a female vice president to mentor her, but her request was declined:
I asked her to be my mentor … at that time she was a vice president, and … I could tell
… she was trying to tell me no without telling me no. … She said, but your boss is great.
He could be your mentor, and I knew at that point I was never gonna ask her again.
Participant 5 experienced in-group distancing and ultimately decided to search for
another position and leave her organization:

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I got to a point where I just didn’t want to fight. I didn’t want to have to defend myself. I
just didn’t want to fight it because she was going to … turn everything on me. I knew she
would. She tried it with me, … and … I was … taken aback by it. And I mentioned it to
her, … and she [said,] “I never said that,” and I [said,] “Yeah, you did.” … I remember
the feeling I had. I was just … shocked that she would say something like that … She
would do … fake validating … where she’s like, “I want you to know that I hear you.” …
She was going to just completely try to destroy me, and I just didn’t feel like fighting,
and I didn’t feel like sticking around for the aftermath even if I tried. … I just didn’t want
to have a fight about it, so it was easier to leave.
Participant 9 suggested the presence of in-group biases within her organization, noting a
perceived sense of exclusion and cliquish behavior among leadership despite women holding
positions of authority. She described experiencing undervaluation and a lack of recognition from
leadership, regardless of positive feedback from clients, leading to feelings of low self-esteem:
My direct manager was a woman, and our manager was also a woman. Leadership was
very clicky. You were in or out. My talents were never valued or respected by leadership,
regardless of the praise I would get from my clients. I always got the impression they
were trying to tear down my self-esteem. … I have the talent and potential but was going
nowhere, leading me to become self-employed. … I could have done so much more for
the firm. It wasn’t until I became self-employed that I really felt appreciated and
respected.
Participant 9’s response suggested that even within groups who share similar
demographics, such as gender, favoritism and biases may exist, leading to feelings of
undervaluation among those who perceive themselves as outside the favored circle. This

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observation highlighted the potential impact of in-group biases on professional evaluations and
opportunities within the organization, and the disparities between feedback from clients and
recognition from leadership. Additionally, Participant 9 stated, “Over the years, I have witnessed
other women being treated similarly and in lower positions or receiving less salary.”
Participant 4 also experienced in-group distancing but found it intriguing that criticism
about her tended to circulate indirectly rather than being addressed directly to her. She
acknowledged the likelihood of being talked about behind her back but expressed a lack of
concern:
It was … interesting because it’s never to your face. It’s always to somebody else. … I’m
sure they badmouth me, but again, I don’t care. … Seriously, some of the stuff that I’ve
gone through at this … workplace.
Participant 1 provided detailed insights into the dynamics of in-group distancing,
particularly among women in the workplace. These quotes provided a nuanced view of how
some women in the workplace engaged in behaviors like self-promotion, undermining others,
and prioritizing self-interest over collaboration and support, contributing to in-group distancing.
Here are some direct quotes highlighting her observations:
There are also a lot of really terrible women. Really terrible women. … There are some
women that are just mean girls still. … They are just mean, and these are women that
self-promote, that the idea is not good unless it’s theirs. I don’t think that women
generally put in enough effort to support and uplift each other. … I do think that there are
some women that just don’t work well with other women. … [She] would tell me
something terrible about a colleague, and then to that colleague say something very
different. … her problem was self-protectionism.

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Participant 8 also provided important insights into in-group distancing in IT. She
witnessed another woman coworker being bullied and in-group distanced, which was upsetting
to her and the other team members with whom she discussed the matter:
I was upset about it. You … think … what can you do about it? Well, obviously, the right
paths were followed, and that got you nowhere. … I didn’t understand why management
didn’t reign her in. I think it was a mistake. … I think it was a different face that she
showed them [leadership]. … I will say this very bluntly: she is the type of female that
males will do anything for. They’re totally blind. Totally. And … all of our upper
management at that time was male.
In contrast to Participant 1, Participant 2 had not encountered negative interactions or
relationships with other women within the organization, such as feeling devalued, undermined,
sabotaged, socially distanced, or bullied. Participant 2 provided the following response:
I don’t … think so, and the reason is … because I think in higher education, we tend to be
very … open about sharing and embracing each other and helping each other. …
Typically, women leaders in other colleges that we met with a lot … [were more] open
and helpful.
Systemic or Societal Factors
Scholtens et al. (2023) and Lehtonen (2023) defined systemic factors as the
interconnected and fundamental components within an organization that shape its operational
framework and influence both operations and outcomes. Understanding these systemic factors is
crucial for comprehending organizational behavior’s complexities and devising effective
strategies for organizational improvement and development.

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Systemic or Societal Factors: Societal and Cultural Norms
Societal and cultural norms are often unspoken or unwritten guidelines, rules, and or
expectations that govern behavior within a cultural or social group (National Academies of
Sciences, Engineering, and Medicine, 2018; World Health Organization, 2009). These norms
influence various aspects of life, such as gender roles, education, career paths, and interpersonal
interactions, which can impact work interactions (Nickerson, 2024). They provide social
guidelines for acceptable and unacceptable behaviors (National Academies of Sciences,
Engineering, and Medicine, 2018; World Health Organization, 2009).
In the workplace, social and cultural norms can impact professional dynamics, career
advancement, and the experiences of marginalized groups, such as women in male-dominated
industries like IT. This study explored societal and cultural norms, including societal
expectations, which questioned women’s abilities and opportunities in leadership and
management roles. This encompassed broader cultural attitudes towards gender roles and
leadership, as well as workplace norms and expectations. The societal expectations questioning
women’s leadership and managerial capabilities and societal norms influenced women’s
experiences in the workplace.
Workplace norms, shaped by societal expectations, often place primary family
responsibilities on women, limiting their availability for demanding IT leadership roles. While
these dynamics vary according to individual family structures, spousal support, and family
demands, these constraints frequently limit women’s availability for the demanding schedules
and responsibilities inherent in IT leadership roles. Given the additional time and effort typically
required by these roles, this imbalance may discourage women from pursuing upper-level
positions in IT.

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Participant 1 observed that cultural and social norms in the workplace often lead to a lack
of consideration for women. She suggested that men may not have a thorough understanding of
the importance of supporting, nurturing, and promoting women in the workplace because it may
not align with traditional gender roles. Participant 1 also discussed how ingrained societal
expectations, such as the breadwinner dynamic, often unconsciously influenced men’s
perspectives and behaviors. She stated that there is a need for meaningful change to dismantle
these biases to promote equality in the workplace:
I … think a man has a cursory approach towards motivating, growing, and promoting
women because they don’t see it as important as their own role, and they probably don’t
like there are many women, myself included, that earn more than their husbands or have
children and their husband stays home with them. I don’t think that the majority of men
could ever fathom that … reality because it’s built into our … gender roles. I mean,
somebody that’s raised by a stay-at-home mom and a dad that’s going to work all the
time because he’s leading some company has an ingrained model version of those roles.
One’s a support role, and one’s out telling people what to do, … so to think that that’s not
going to be translated into their own lived experiences, unfortunately, wrong. There’s a
ton of undoing to be done.
Participant 2 reflected on the persistence of societal expectations regarding interests and
abilities, particularly in fields like mathematics and sciences, which are often associated with
masculinity, while softer subjects like English are associated with femininity. Participant 2
highlighted how cultural and social norms and how girls are conditioned early in childhood
education and continue into adulthood, shaping career choices and self-perception. She also
challenged these norms by acknowledging her own capabilities in math despite not enjoying

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math, and she advocated for a shift in educational approaches to be more inclusive and
supportive of diverse interests and talents. Participant 2 also emphasized the importance of
recognizing that different perspectives and backgrounds can contribute to success in fields like
technology, advocating for greater diversity and inclusion:
I think from … very early on, like … elementary school, women shy away from the …
sciences and … math, … even today. I always say … I’m the only Asian that can’t do
math because I don’t like math, but the reality is I can do math. … I’m just not interested.
… I think the learning is geared towards a certain gender. Math and sciences are geared
towards the guys, and … what we call softer stuff, … English, is geared towards girls.
And it’s been that way forever, and it’s still that way, and nobody’s really changed
anything. … You can be in the technology field and think differently … and bring a
different set of backgrounds, and you can still do a really good job.
Participant 2 also discussed the differences in the way men and women think.
She discussed how cultural and social norms in the workplace often lead to disparities in
perspectives and opportunities between genders. She also highlighted instances where male
colleagues did not initially consider her own viewpoints, which she considered to be more
aligned with a female perspective. Participant 2 critiqued the education system and its stringent
requirements for entering certain fields, arguing that qualifications like a bachelor’s degree in
computer science are not always necessary for success. She shared her own experience of
breaking into the technology field without a traditional computer science background and
emphasized the importance of confidence and challenging self-doubt, particularly among
women. She called for greater support and encouragement for girls and women to pursue careers

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in fields like IT, where their skills and interests may not always align with traditional
stereotypes:
I … said something, and one of the guys was like, oh, and I’ve never thought of that, and
… to me, it was just natural. … It was … probably more of a female point of view, but
they never would have thought of that. … So, I think part of the problem we have is more
of the education system and the requirements to get into the field. Do you really have to
have a bachelor’s in computer science? … I can tell you that you do not because … I
don’t have one. … I … don’t have a computer science degree at all. I have a biology
degree. But I am a VP, … so obviously, I can do this job, … and I own my own business
in technology. I took two classes and said, yeah, I can do this because someone told me I
couldn’t. … I think women tend to … look at … requirements [and say,] “I don’t know if
I can do it.” … [If] women tend to not feel like they can do everything that’s on the job
description, they don’t apply for the role. Whereas men have two things, oh yeah, I can
do that job. So, there’s a confidence thing, too. … How do we build women’s confidence
… to say, yeah, you could totally do that.
Participant 5 discussed the impacts of societal and cultural norms on women working in
IT. She highlighted challenges such as the good ole boys’ club, where membership, rather than
skills, determines advancement. She emphasized the pressure on women to outperform male
counterparts to prove themselves professionally and noted the negative connotations attached to
women in leadership roles, often labeled as “bitchy” for defending their positions. In addition,
she mentioned the “glass cliff” phenomenon, where women are promoted without adequate
support, possibly to push them out of the organization:

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A lot of it was it just, I hate to use this word, it was a boy’s club … It was. It wasn’t your
skills … It wasn’t what you delivered. It was if you were part of that club or not, and
that’s … something I’ve always constantly had to deal with.
Participant 5 also provided details about the perspectives of women within IT leadership.
She mentioned that they are oftentimes considered a “bitch” or have a negative connotation and
provided thoughts on the rationale. Participant 5 suggested that cultural and social norms in the
workplace place extra pressure on women to continually prove themselves, often having to
outperform their male counterparts to gain respect and maintain their positions. She
acknowledged the challenges of navigating a male-dominated field and the subconscious need
for women to assert themselves to be taken seriously. She also implied that this pressure can
sometimes lead to behaviors that may not accurately reflect their capabilities but are driven by
the necessity to secure their roles in the workplace:
I think that the underlying reason is that women have to continuously outperform, out do,
… anything that can prove that they are better than a male counterpart … and sometimes
that comes out incorrectly. … It’s a lot of … just them saving their jobs. … I think … it’s
more subconscious. … I have to prove myself constantly. I’m a woman. … I’m in a male
field, and I have to constantly say, or do, or come off in a certain way so that I get respect
from my male counterparts.
Participant 5 considered how cultural and social norms in the workplace can lead to
unfair promotions and barriers, particularly for older women. She described instances where
individuals are promoted without the necessary skill set, potentially setting them up for failure as
a means of disposal by the organization, known as the glass cliff. Participant 5 also highlighted
age-related challenges, such as mandatory retirement ages and narrow promotion windows,

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disproportionately affecting older women. Furthermore, she suggested that gender and age biases
may contribute to disparities in career advancement, where older women face greater obstacles
compared to their male counterparts:
I’ve seen this in a couple instances where someone is promoted and probably doesn’t
have a skill set to earn that promotion. But … politics or internal tax, or however you
want to put it, they’re putting them in that position, so they know they will fail, and then
they can dispose of the people. And this gets worse as you get older. … There’s so many
barriers, … but … even in our firm, if you’re in any type of leadership position, you have
to retire at 62, … and the window for promotion is you have to be … promoted into that
type of role by 51.
Social and cultural norms can play a significant role in shaping societal expectations and
behaviors, particularly regarding gender roles and career paths. These norms may influence
individuals’ self-perception, educational choices, and opportunities for career advancement.
Adherence to traditional norms in the workplace may perpetuate inequalities, particularly in
male-dominated fields like IT.
Systemic or Societal Factors: Devaluing Women’s Competencies and Expertise
Devaluing women’s competencies and expertise is significant for women in IT aspiring
to top leadership positions. Proper valuation is crucial for creating an inclusive and equitable
workplace where women in IT can succeed in pursuing and attaining top leadership positions.
Participant 1 experienced a situation in which her male colleagues doubted her
capabilities. She described the experience, stating, “I’ve had male engineers just not realize that I
had any clue what I was talking about. … That’s just a question of competence.”

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Participant 4 suggested that women are viewed as not as strong as men, and she attributed
this perception to the current political environment. She implied that political factors have played
a role in diminishing the recognition of women’s competencies and expertise:
I think women … are viewed as … not as strong. … I … think it’s because of our
political environment that we were in. … [It] kind of took away, in my opinion, from
women … I don’t think it’ll get back to where it was. … Women have to keep showing
their worth.
Participant 5 reflected on her frustrations with devaluing her competencies and expertise.
The following quotes highlighted her perspectives on devaluing her experience and her
disappointment with her perceived lack of recognition and compensation for her skills and
contributions:
I think I can [bring] … a lot more skills than my years of experience can prove or can
show. … It’s about how good you are at the job, and I think that I am significantly better
at this job than a lot of people with … the same level of experience. I don’t want to get
jaded if my pay continues to stay the same and I don’t get any significant bump either in
job title or pay. … I will get jaded knowing that there are people on my team getting paid
at a level more than me [who] do not and cannot do what I do and have not done the
things that I have done this year.
Participant 3 reflected on the scarcity of women in leadership positions, noting instances
where she had been vastly outnumbered by men in executive meetings. She attributed this
disparity to a “numbers game,” highlighting the overall lack of diversity and gender balance in
leadership roles:

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I do think it’s a numbers game because when … I looked around the room in an
executive meeting, and I think there were maybe 20 people in the room, and I think there
were two females. So, I … thought … wow, I’m actually surrounded by males.
Occasionally, … I can look at the list of names [on a Zoom call] and go, wow, there’s
like maybe 10% females here. … There’s just very few females at the top … for people
to go to for women to seek out counsel, … so I think just a numbers game.
Systemic or Societal Factors: Stereotypes, Biases, Gender Biases, and Discrimination
A significant challenge facing women in IT is the perception that top leadership positions
demand stereotypically male qualities like assertiveness and technical prowess. This often leads
to the belief that women may not excel in these roles due to supposed deficiencies in these
attributes. The influence of gender stereotypes, biases, and discrimination further compounds
challenges related to career advancement for women in IT.
Participant 2 recounted a series of experiences that highlighted gender bias and
discrimination in the workplace. Initially, when applying for an executive director role, she faced
discouragement from a senior male vice president who expressed skepticism about her chances
of securing the position due to her gender. Although she was recognized as the top candidate by
the hiring committee, the role was ultimately given to a male coworker. However, when the
senior male vice president retired, both Participant 2 and the man who was hired for the
executive director role applied for the vice president position. Despite facing additional
challenges and biased treatment during the interview process, Participant 2 eventually secured
the role based on her own merit with high ratings from colleagues. The president acknowledged
her qualifications and contributions even though previous attempts by the senior male vice
president attempted to undermine her capabilities. These experiences underscored the persistence

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of gender bias and discrimination in leadership succession processes within the organization.
Participant 2 said,
When I went out for … the executive director [role]. [The] … VP, [an] older guy, very
stuck … in his ways, … basically told me, “You can apply, but you’re not going to get
this job.” I said, “Well, that’s okay, I’ll apply anyway,” which I did, and then somebody
actually on the committee pulled me aside and said you are the best candidate, but he’s
gonna do what he’s gonna do, and I said I understand and I appreciate that. And the
person he hired as the executive director, ultimately, what he was doing was he hired him
to replace himself because he knew he was retiring, and so when he retired, … I applied
for his role. As the VP, the new executive director also applied for his role … because he
was pretty much told that that was his. He didn’t pass … the [different levels of
interviews,] … but … my old boss would pull him up into that next level. … He made it
all the way through to the very final stages, and so did I, and I did [it] on my own merit
because that’s what people told me, and finally, the president … really had no choice in a
way because I was rated so high that she said, “You … were so highly rated by the
employees. … There could be no one else.” So, … she hired me. … A couple of things
she said to me made me realize that my old boss … really talked [down about me because
the president said,] … “You’re … gonna have to work really hard to learn this job.” …
So, he made it sound like I didn’t know what I was doing.
Participant 3 ruminated on the potential impact of gender bias on how communication
styles are perceived in the workplace, particularly among women leaders at the manager or
director level. She wondered whether the same message delivered by a male versus a female
leader might be interpreted differently due to gender stereotypes. Participant 3 expressed concern

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that certain communication styles, especially those perceived as brisk or assertive when
exhibited by women, may hinder career progression. Participant 3 acknowledged instances
where women leaders’ behavior had been perceived negatively, potentially limiting their
advancement within the organization. She questioned whether similar behavior from male
counterparts would be met with the same scrutiny. Ultimately, she expressed concern that certain
actions or communication styles from women leaders may inadvertently hold them back in their
career trajectory and emphasized the importance of professional communication and behaviors in
leadership roles:
There are a couple of female leaders … at the … manager director level … that have a
very brisk communication style, … and I think about that example where there’s the
exact same resume, and one is for Henry, and the other one was for Henrietta, and … the
exact … resume comes up one way with a male name and another with a female name.
Or … [an] … email said the exact same way is taken differently by a male … I wonder if
gender comes into play in interpreting [communications]. Does that factor in into the
situation? … [Is it] the females that rub people the wrong way? … and … [gossip where
a] … person said, … “Well, I’m not gonna work with her. She’s … a bitch, sorry to
swear.” … I see that happen. I wonder … [if] … that’s going to hold them back in their
career trajectory … if a male were to say the same thing or react to the same situation,
would that be taken the same way, or would it be seen as different? … I do get concerned
… when I see females not doing themselves any favors by getting pissed at someone and
sending a short email … not putting forth their best, most professional communication
style. One example … someone in my organization is holding herself back because …
she’s made some inappropriate … or unprofessional comments. I will say … “That’s

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probably not something you should … have posted to all staff.” Valid question. I’m sure
everybody’s thinking it, but you shouldn’t have posted it … coming from a leader at your
level, … but if a male would have done it, would [it] have … come off the same? I
couldn’t say.
In the following example, Participant 2 shared a challenge from someone who doubted
her abilities in IT. Despite not initially intending to pursue an IT career, she was motivated to
prove her capabilities after being told she could not succeed in the field due to a perceived lack
of logical aptitude. This led her to take classes and secure her first job in IT, which marked a
significant turning point in her career. Participant 2 reflected on the irony of the situation, as the
individual who doubted her ultimately became her subordinate. Her story underscored the power
of determination and resilience in overcoming challenges and achieving success in unexpected
ways within the IT industry:
I got into IT accidentally. It wasn’t something that … I wanted to do. … Someone told
me they didn’t think I could do it, so I said, “Okay, let me show you.” … Getting my first
job in IT … was a big moment because that wasn’t what I was gonna do. … I have my
bachelor’s … in cellular, molecular biology, and genetics, … and … I said to myself, I’ll
go into computers and that’s when he said, naw, you’re not logical enough. You couldn’t
do it, and I said, what? So, I took two classes, got my job. … Then, … throughout my
career, the punchline to that whole story is he ultimately ended up working for me.
Ultimately, he was my employee. Yeah.
Participant 9 experienced discrimination in the IT sector and succinctly stated, “Trying to
advance my position upwards, I felt pigeonholed while employed by the firm.” When asked if

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she had ever gone to leadership or human resources with her concerns, Participant 9 stated, “No,
I did not. I never really felt accepted, and my interest would have fallen on deaf ears.”
Participant 2 also provided perspectives on her experiences of stereotypes, racial biases,
harassment, and intersectionality:
Being female is one barrier. Another barrier is being Asian. … [My manager] would
bring it up all the time. [He would say that I was] … Chinese, [or] “I had Chinese food
last night, so I thought about you” … [or] “My cousin went to a Chinese church, and so I
thought about you.” … [He would say] “Oh, Chinese people don’t really want to do that.”
… He brought that up a lot. … There is a male, … we were at the same level. He is
Korean. … I asked him, … “Does he ever talk to you about Korea?” And he goes, “No.”
I said, “Oh, okay.” … So, I would ask questions about that. … I think partly he just didn’t
know how to connect with me. That’s the path I’m giving him. I don’t know that for sure.
But it … was very insulting … in … a one-on-one … “Oh, I had Chinese food last night.
I thought about you.” … Well, how do I take that?
Participant 2’s experience showed how gender and ethnicity intersect to create barriers
and biases in the IT workplace. Specifically, she discussed instances where her ethnicity, being
Chinese, was emphasized by her male manager. This highlighted the discriminatory treatment
she faced based on her identity and aligned with the exploration of various forms of gender
biases, stereotypes, and discrimination, including biases, as well as overt and subtle forms of
discrimination.
Systemic or Societal Factors: Patriarchal Workplace
A patriarchal workplace often undermines diversity, equity, and inclusion, which may
limit innovation and prevent women from reaching their full potential in the IT sector.

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Participant 9 conveyed her frustration with the patriarchal dynamics in her workplace and
highlighted how traditional gender roles and stereotypes consistently disadvantaged her
throughout her career. She emphasized the disparity in recognition, stating, “I definitely had to
put in more time. The men in the organization had a kind of walk-on-water status.”
Participant 8 acknowledged the persistence of a patriarchal workplace within the IT
industry, noting that there remains a lingering perception that IT and computer programming are
primarily men’s domains. However, she believed that as more girls and women are actively
encouraged to enter the sciences and IT, the patriarchal norms within the industry will diminish
over time:
I still think there is a residual, which I think is … going away, that IT and programming
computers is a man’s job. I think we’re still dealing with that. Some of that, as you know,
cultures change slowly, … but I think as you see more … schools … actively
encouraging girls into the sciences and into IT, that’s going to start going away more.
Participant 1 highlighted the prevalence of a patriarchal work culture and noted how
certain tasks, like party planning or taking meeting notes, are routinely delegated to women
without conscious consideration. She suggested that men often assume these responsibilities
should be assigned to women coworkers without realizing the potential patronizing implications.
Moreover, she pointed out that many women might not even recognize this dynamic. She also
emphasized that these tasks are not inherently women’s responsibilities and that the underlying
assumptions are flawed:
So, it’s … somewhat unconscious, very much systemic to think that if there’s a party to
plan that it’s my job, or that if there’s notes to keep, sure, of course, I’ve already done it.

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… Those notes aren’t for you; they are for me. … I think that … men do it without
thinking, and I don’t think that women catch it sometimes.
Participant 7 discussed the challenges of working in a patriarchal workplace and stated,
Probably the biggest thing in dealing with being in IT as a female is the men … just
constantly dealing with the egos and personalities of the male counterparts … who I don’t
necessarily think are on the same skill level as some of the other women that are either
within the organization or should be in that position.
Participant 7 further described working in a patriarchal workplace and characterizing it as a
“boys’ club” where belonging was more about fitting into a certain social circle than
demonstrating skills or delivering results. She expressed her frustration at the lack of women
leadership, highlighted the scarcity of women leaders in her professional experience over the past
15 years, and suggested a pervasive gender imbalance reinforcing the notion of a maledominated work environment where women face barriers to advancement:
It was a boys’ club. … It wasn’t your skills. … It wasn’t what you delivered. It was if you
were part of that club or not, and that’s … something I’ve always constantly had to deal
with. … I’ve had one female, what I would call boss, in the last 15 years. One.
Participant 4’s statement reflected a patriarchal work culture where traditional gender
roles are reinforced, and qualities associated with masculinity are prioritized and encouraged.
“My old boss … told me, ‘Be a man, be a man. Don’t let it bother you, don’t take it personally.
Be a man.’” The phrase “be a man” suggests that emotions and sensitivity are perceived as
weaknesses, and individuals, regardless of gender, are expected to adopt a stoic and unemotional
demeanor in the workplace. This perpetuates the idea that traits typically associated with men are

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more desirable or appropriate for success in professional settings and may contribute to a
gendered imbalance in the IT sector’s workplace dynamics.
Systemic or Societal Factors: Double Standards in the Workplace
Double standards are another key factor that may significantly impact women in the IT
sector because they may bring about inequalities that may hinder women’s advancement and
overall success. Study participants highlighted several reasons for the significance of double
standards, including unequal treatment, barriers to advancement, and psychological impacts.
Their examples illustrated how women often face higher standards, unequal treatment, and
additional advancement barriers compared to their male counterparts. These disparities
underscored the pervasive gender bias in many workplaces and emphasized the challenges
women in male-dominated fields like IT frequently face. Overall, these experiences revealed the
presence of double standards in the IT workplace, manifesting in differential treatment in pay
and recognition, as well as disparities in expectations and opportunities for advancement
between men and women.
Participant 5 experienced being denied a pay raise despite having a higher offer from
another organization, while a male counterpart was offered a new position within the same
organization. Her organization’s decision to create a new position for a male colleague while
disregarding the opportunity to match her offer accentuated the unequal treatment based on
gender. Participant 5 said,
When I told my last boss what I was offered [for a position at another organization,] … I
said if you match it, I’ll consider staying. It was $30,000 more than I was getting. … She
flat-out just told me no. We won’t even consider it; we don’t do that. … They created a
whole new position for [a male colleague], …so I [said,] okay. I’m leaving.

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Participant 3 encountered a disrespectful male customer who only showed respect after
her male boss intervened. Despite her qualifications, she felt compelled to seek assistance from
her male boss due to the customer’s lack of respect based solely on her gender. This reflects a
broader pattern where women may need validation or assistance from male colleagues to
establish credibility or authority. This also emphasized disparities in treatment based on gender.
Participant 3’s experience highlighted the psychological toll of navigating such biases, as she
questioned her own reactions and attributed them to being “too sensitive,” which may exacerbate
the burden of gender bias in the workplace. Overall, her experience featured the pervasive nature
of gender bias and double standards, resulting in unequal treatment and psychological strain for
women in similar situations. Despite acknowledging her limited exposure to discrimination, she
recognized the systemic challenges many women face in the workforce:
I communicated with a male customer that … I would consider … at my same level. …
He [was] disrespectful to me, [and] … thinks he’s the smartest person in the room. But …
when I have my boss talk to him, everything’s cool. My boss is a man. … The other day,
I’m like, I need you to ask this customer … he’s not gonna listen to me. I’ve tried it
before. He doesn’t respect me the way he respects you. I don’t like it, but it’s the way it
is. I’m not going to change him. … When something like that happens, that discourages
me, but I feel like … more often than not, I’m able to do anything that my male
counterparts can do, but occasionally, it’s still there. … It … is a gaslighting situation
where I’m questioning whether or not how I’m feeling is correct. Like, … maybe I’m just
… being too sensitive.
Participant 7 reflected on the need for women to constantly outperform their male
counterparts to gain respect. This underscored the gender-based double standard in male-

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dominated fields where women often face additional pressure to prove themselves. According to
Participant 7, women working in male-dominated fields may feel compelled to consistently excel
and validate their worth to earn respect from male colleagues. She personally experienced the
pressure to outperform her male counterparts continuously to establish herself in her roles. This
emphasized the disparity in expectations, where women are held to higher standards and must
consistently demonstrate superior performance to gain recognition. Participant 7’s insights
illuminated the added scrutiny and pressure many women face in professional settings to prove
their competence and worth compared to their male counterparts:
I think that the underlying reason is that women have to continuously outperform, [and]
outdo, … anything that can prove that they are better than a male counterpart. … I have
to prove myself constantly. I’m a woman … in a male field, and I have to constantly …
come off in a certain way so that I get respect from my male counterparts.
Participant 9 stated, “I definitely had to put in more time. The men in the organization
had walk-on water status.” This illustrated a disparity in how men and women are perceived and
treated in the workplace, with men enjoying privileges and advantages that are not equally
extended to women.
Participant 1’s decision to transition away from IT and towards a strategy role reflected
her desire to establish her professional identity on her own terms. She transitioned from IT due to
unequal treatment and patronizing attitudes. Her experience of feeling the need to exert
significantly more effort than men to be perceived as equally competent reflected a pervasive
double standard in IT. She expressed frustration at the disparity between the effort she put in and
the recognition she received, indicating that women often have to exert significantly more effort
than men to be perceived as equally competent:

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It’s hard to continue working in an environment where you have to give 125% … to be
viewed as giving 100%. So, for me, my exit out of IT … is partially in the strategy role.
… I’m getting further away from technology. … Being a woman in this space has
differentiated myself. … So, I do think it’s been helpful at times, but it’s needed to have
been in the context of a leader who believes that I can do anything else that a man can. …
So, in an environment where I’m treated as an equal, I was just raised in an environment
where I’m seen as support. It’s really hard, and so I’m building a career path that allows
me to exit on my own terms and only reengage in the future in environments where I’m
viewed as an equal.
Participant 2 expressed the constant pressure to work harder and produce better results
than her male counterparts. Despite the presence of women in other areas of the organization, the
IT department remained male-dominated, exacerbating the need for her to consistently prove
herself. The unequal treatment she experienced highlighted the gender bias inherent in the
workplace, where women often have to surpass higher standards to gain recognition and respect.
This stressed the challenges faced by women in male-dominated fields and the extra effort
required to overcome systemic barriers to equality and advancement. Participant 2 said,
I faced it … [for] pretty much my entire career. I always have to work harder … [and]
produce more and better because I … was the only female … director. I was always the
only female. … The college is full of females just not in the IT department, and so it was
always I had to work harder.
Overall, these examples collectively demonstrated the presence of double standards in the
IT workplace between men and women, ranging from differential treatment in pay and
recognition to disparities in expectations and opportunities for advancement.

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Summary
Chapter Four revealed key findings from interviewing and analyzing data from nine midlevel and senior-level women in IT. This highlighted the complex dynamics that explained the
underrepresentation of women leaders in the male-dominated IT sector in the United States.
Findings identified five internal business organizational environmental elements and five
systemic or societal factors that affected women. The internal business organizational
environmental factors included organizational policies and practices related to promotion
processes, performance evaluations, and organizational culture; career advancement
opportunities; work-life balance, flexible work arrangements, and other inclusive practices;
mentorship, allyship, sponsorship, and networking opportunities; and the consequences of ingroup distancing. The systemic or societal factors comprised societal and cultural norms,
devaluing women’s competencies and expertise, stereotypes, gender biases, and discrimination,
patriarchal work culture, and double standards in the workplace. Overall, this chapter revealed
the multifaceted nature of internal business organizational environmental influences and
systemic factors shaping gender equality within the IT sector.

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Chapter Five: Recommendations
The purpose of the study is to identify the environmental and systemic factors that may
be contributing to the underrepresentation of women leaders in the male-dominated IT sector in
the United States. This study is significant because it aimed to understand the complex interplay
between internal business organizational environmental factors and systemic or societal elements
that contributed to the underrepresentation of women in leadership roles within the IT sector.
This chapter included the study’s purpose, a discussion of the findings, recommendations, study
limitations and delimitations, and a conclusion. Additionally, it proposed six evidence-based
recommendations to promote gender diversity and equity in IT leadership and drew from
empirical findings and scholarly discourse.
The underrepresentation of women in leadership roles in the U.S. IT sector is a
significant issue influenced by various environmental and systemic factors. Recognizing the
importance of these challenges is essential for creating effective strategies and policies to
promote gender diversity and equity in IT leadership. Addressing these issues may require
broader societal changes in attitudes and perceptions about gender and leadership roles and other
environmental and systemic changes within IT organizations.
The goal of this study was to identify the challenges and opportunities associated with
removing barriers to women’s advancement within the IT sector. By clearly defining the study’s
purpose and focus, the groundwork for actionable insights could transcend observation, fostering
tangible and positive change in organizational cultures and societal paradigms.
Efforts to combat stereotypes and biases are continuously evolving. Strategies like diversity and
inclusion programs, mentorship, allyship, sponsorship, networking, education and training, and
efforts to challenge gender norms in the IT field are making strides in addressing the

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underrepresentation of women. Furthermore, advocacy groups and organizations are dedicated to
cultivating a more inclusive and supportive atmosphere for women in IT.
Discussion of Findings
This section examined how the findings from this study aligned with the existing
literature and the conceptual framework of internal business organizational environmental factors
and systemic or societal factors. The study’s participants included a purposeful sample of nine
individuals who ranged in age from 31 to 74 years, which represented a diverse age
demographic. Geographically, participants were located across all four regions of the United
States as defined by the U.S. Census Bureau and included the Northeast, Midwest, South, and
West. The collective IT experience of the participants spanned from five to 54 years and
highlighted a wide range of industry knowledge. Ethnically, the participants included individuals
who identified as White, Black, and Asian.
The study’s participants had diverse academic backgrounds, including some college
education, bachelor’s, master’s, and doctoral degrees. Some participants were in the process of
pursuing master’s and doctoral degrees. This diversity enriched the study by incorporating
insights from individuals with various educational backgrounds, perspectives, and experiences.
The study captured various perspectives and experiences related to the research topic by
including participants with different educational and professional backgrounds. This variety of
input contributed to a more comprehensive understanding of the issues and enhanced the validity
and richness of the research findings.
Overall, this study emphasized the ongoing challenges women face in the IT sector.
Despite differences in age and location among participants, their shared experiences underscored

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the persistent nature of these challenges. The study provided insight into the internal business
organizational environmental factors and systemic or societal elements affecting women in IT.
The study identified internal business organizational environmental factors affecting
business and included organizational policies and practices related to promotion processes,
performance evaluations, organizational culture, career advancement opportunities, work-life
balance, flexible work arrangements, mentorship, allyship, sponsorship, and in-group distancing.
These findings were consistent with existing literature, which emphasized the critical role of
these factors in shaping women’s careers in the IT field.
Organizational policies and practices, particularly those related to promotion processes
and performance evaluations, often reflected inherent gender biases. This study’s participants
reported that these biases significantly hindered their career progression in IT by either not
wanting to be promoted in IT due to bureaucracy or flagrant biases, wanting to be promoted but
being denied promotion typically based on their gender, or wanting to exit the IT sector
completely due to their mistreatment in the industry. This is a finding that corroborated the
broader literature review. Furthermore, the organizational culture within each participant’s IT
group played a crucial role in either supporting or obstructing women’s advancement.
Participants in this study stressed the importance of an inclusive and supportive culture,
reiterating the literature review’s assertion that an organization’s cultural environment is
essential for gender equity.
Career advancement opportunities were another critical factor women in IT faced. The
participants emphasized the lack of clear and accessible paths for advancement, which aligned
with the literature review findings regarding the barriers women face in progressing within their
IT careers. Similarly, the need for work-life balance and flexible work arrangements is well-

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documented in the literature review as a key factor in retaining women in the IT workforce.
Participants in this study consistently advocated for policies that supported these needs and
stressed their importance.
Mentorship, allyship, and sponsorship emerged as significant factors in this study. The
literature review emphasized the value of these relationships in women’s career development,
and the participants’ experiences reinforced this assertion. The support provided by mentors,
allies, and sponsors was highlighted as crucial for navigating the challenges for women in the IT
sector.
The systemic or societal factors identified included societal and cultural norms, devaluing
women’s competencies and expertise, stereotypes, gender biases, discrimination, patriarchal
work culture, and double standards in the workplace. These findings also aligned with the
literature review and the conceptual framework.
Societal and cultural norms perpetuating traditional gender roles continue to influence
women’s experiences in the IT sector. Participants reported that these norms limited their career
progression, which was a finding consistent with the literature review. Additionally, the
pervasive devaluation of women’s competencies and expertise was a recurring theme in the
literature review and was strongly reflected in the participants’ experiences. Many reported that
their skills and contributions were often overlooked or undervalued.
Stereotypes and gender biases, which the literature review identified as significant
barriers to women’s advancement, were also prevalent in the participants’ experiences. These
biases affected performance evaluations, promotions, and everyday interactions and reinforced
women’s challenges in the IT sector. Discrimination and patriarchal work cultures, highlighted in
the literature review, were also major obstacles and were similarly reported by study participants,

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which indicated that these factors are still common and detrimental to women’s career growth
within the IT sector.
Double standards in the workplace were another significant issue identified by the study
participants. The literature review discussed how women are often held to higher standards than
their male counterparts, and this study’s findings confirmed that women in IT leadership
continued to face these inequities.
The findings from this study directly addressed the problem of practice and highlighted
the persistent challenges women face in IT leadership despite decades of efforts to promote
gender equality. Participants’ voices, from those just earlier in their careers to those who have
been in the field since 1970, revealed a striking consistency in their challenges in the IT sector.
This suggests that progress has been negligible and insignificant, and substantial and meaningful
changes are compulsory to address these environmental and systemic issues.
Recommendations
This study has resulted in six critical recommendations for the IT sector, emphasizing the
urgency of confronting existing challenges. Addressing these issues within the IT sector can
significantly transform the industry. These recommendations are crucial for reshaping the
sector’s mindset and practices, particularly in addressing the underrepresentation of women
leaders in the U.S. IT sector.
A comprehensive approach that challenges negative internal business organizational
environmental influences and systemic or societal factors. This study accentuated the need for
change in the IT sector to address gender disparities. The women in this study spanned 5 decades
and shared similar experiences of bias and discrimination, indicating that progress over the past
55 years in the IT sector has been intolerably insufficient.

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The findings aligned with existing literature and the conceptual framework and
highlighted the persistent barriers women face. These actionable recommendations call for the IT
industry to create a more inclusive and equitable IT environment. The message is clear: “Enough
is enough!” It is imperative for the IT sector to implement meaningful changes to support and
advance women in their careers. Years later, we are still having a problem. Despite years of
discussion, the problem persists. The urgency is undeniable. When will the IT sector truly tackle
these issues? What are IT organizations and the IT industry doing to make a real commitment?
Who will stand up and say, “No more?”
This study identified five internal business organizational environmental issues and five
systemic or societal factors contributing to the lack of women in IT leadership. Insights from the
literature review and participant interviews identified the need for implementing diversity and
inclusion programs, promoting mentorship, allyship, and networking opportunities, addressing
unconscious bias, offering flexible work arrangements, and fostering inclusive and respectful
workplace cultures. Furthermore, the research has highlighted the importance of collaboration
between educational institutions and the IT sector to encourage more women to pursue STEM
education and careers from an early age. This would help to build a more diverse talent pipeline
for the future.
Addressing these environmental and systemic barriers is not the responsibility of a few
individuals but a collective imperative that demands the active participation and commitment of
the entire IT industry. The IT sector, in particular, must recognize the urgency and necessity of
these changes and take decisive action to implement them. Promoting diversity and inclusion
initiatives, implementing fair hiring, pay, and promotion practices, providing mentorship,
allyship, sponsorship, networking, and leadership development programs for women, fostering

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inclusive workplace cultures, and raising awareness about gender bias are all actions individuals
and organizations can and should take. They are pivotal in dismantling these barriers and
promoting gender equity in IT leadership roles.
The following six recommendations were identified based on the research conducted in
Chapter Two and the findings from the interview participants in Chapter Four. These
recommendations are relevant to the research question and align with the conceptual framework
of internal business organizational environmental elements and systemic or societal factors
contributing to the underrepresentation of women leaders in the IT sector. The recommendations
are presented to increase women’s representation in IT leadership through targeted
organizational initiatives or projects.
The suggested projects require a multidisciplinary approach, combining project
management, organizational change management, and cognitive sciences. The leadership team in
each IT organization plays an integral role in championing these changes. Project Management is
essential because it provides a structured framework with a defined start and end date for each
initiative. For organizational change management, it is recommended to follow the ADKAR
model that focuses on awareness, desire, knowledge, ability, and reinforcement. Among these
five elements, “Desire” is essential. Without a genuine desire to change the current status quo,
change will not occur. Furthermore, cognitive sciences will support these projects by helping
leaders understand and address the psychological barriers hindering the desire for change.
Leveraging insights from cognitive sciences, leaders could effectively navigate and mitigate the
mental challenges that may arise, fostering a more inclusive environment in IT leadership.

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Recommendation 1: Intersectional Identities
The first recommendation examined intersectional identities to understand the
marginalization of women in the IT sector. Examining intersectional identities is crucial in
promoting women into leadership positions in the IT sector because it acknowledges various
aspects of identity, such as gender, race, ethnicity, socioeconomic status, and sexual orientation,
which shape a person’s experiences.
Women in IT may face unique challenges due to their intersectional identities. For
example, a non-White woman might encounter both racial and gender biases, creating
compounded barriers to advancement. Understanding intersectionality helps organizations
develop more inclusive policies and programs that address the specific needs of diverse groups
rather than applying one solution to fit all manners in which a woman may have overlapping
identities.
Additionally, emphasizing the importance of diverse representation in leadership roles
ensures that leaders bring a range of experiences and perspectives, leading to more innovative
and effective decision-making. Promoting awareness of intersectionality fosters a more inclusive
and supportive workplace culture, which is essential for retaining diverse talent and encouraging
leadership development. Overall, considering intersectional identities will help create a more
equitable environment in which all individuals have the opportunity to succeed and lead in the IT
sector.
Recommendation 2: Implement Work-Life Balance and Flexible Policies
The second recommendation addressed a concern for many women in the IT sector,
which can benefit employee satisfaction, retention, and attraction. It also indicated a commitment
to supporting employees’ well-being and addressing barriers to career advancement. Work-life

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balance and flexible policies are essential for addressing concerns and improving employee
satisfaction and retention. Many women in the IT sector face challenges balancing their
professional and personal responsibilities, and offering flexible work arrangements can help
alleviate these pressures, making this recommendation impactful when implemented within the
organization.
Implementing work-life balance and flexible policies would involve change management
practices for successful implementation because it involves changing the organization’s culture.
This would include assessing the organization’s current policies, gathering employee feedback,
developing or enhancing new policies, communicating changes to employees, and providing
training.
Recommendation 3: Create Mentorship, Allyship, and Sponsorship Programs and
Networking Opportunities
The third recommendation involved establishing mentorship, allyship, sponsorship
programs, and networking opportunities tailored specifically to support women’s career
advancement in the IT sector. These initiatives can empower women, offering invaluable
guidance and support throughout their IT careers. Mentorship, allyship, and sponsorship
represent three distinct yet interrelated concepts pivotal in supporting career development and
advancement. These concepts are important and essential in promoting diversity and inclusion
within the IT sector. When employed synergistically, these concepts create a more equitable and
supportive work environment, a goal that should be a top priority for all organizations.
Pairing women with experienced mentors can provide them with crucial guidance, support, and
advocacy, benefiting both the individual and the organization. Mentors provide encouragement,

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empathy, and advice, empowering women to navigate challenges and achieve their career
objectives (Griffiths et al., 2022).
Similarly, sponsorship programs can significantly enhance women’s career progression
by increasing visibility and access to career opportunities. With sponsors who actively advocate
for their advancement within the organization, women can likely anticipate a positive impact on
their career trajectory. Sponsors are pivotal in creating opportunities and advocating for women’s
career progression (Griffiths et al., 2022).
Recognizing the transformative potential of mentorship, allyship, sponsorship, and
networking, organizations should prioritize initiatives that facilitate meaningful connections and
support networks for women in IT. Mentorship programs provide invaluable guidance and
support that prepare women with the skills and confidence to navigate complex career
trajectories. Additionally, allyship initiatives enlist the support of male colleagues, highlighting
their crucial role in advocating for gender equity and fostering a culture of mutual respect and
collaboration. Networking opportunities further increase the visibility and influence of women
within the IT community, establishing the way for enhanced career progression and leadership
opportunities.
Recommendation 4: Provide Comprehensive Bias and Inclusion Training
The fourth recommendation proposed IT organizations establish comprehensive and
regular training initiatives focused on bias awareness, unconscious bias, and inclusive leadership.
These programs should target all employees, with a particular emphasis on those in managerial
and leadership roles. Such training endeavors are vital for cultivating an inclusive workplace
culture and equipping staff with the skills to identify and challenge biases effectively. By
prioritizing these recommendations, the IT sector could take substantial strides toward enhancing

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the representation of women in top leadership positions and fostering a more diverse, inclusive,
and equitable work environment.
Recommendation 5: Implement Comprehensive Diversity and Inclusion Programs
The fifth recommendation emphasized the importance of implementing thorough
diversity and inclusion programs to address bias awareness and encourage inclusive leadership.
These programs should involve all employees, especially those in managerial and leadership
positions, to create a work culture that acknowledges and challenges biases. Prioritizing these
efforts could significantly improve the representation of women in IT leadership roles and create
a more diverse and fair workplace.
This type of training would help individuals recognize and understand both conscious and
unconscious biases, which is essential for fostering behavioral change and establishing an
inclusive environment. This training could then enable employees to identify and mitigate biases,
leading to more equitable decision-making and better outcomes for women in leadership
positions.
IT organizations should embrace bias and inclusion training as a genuine commitment to
change and equality, rather than a mere formality. This would mean taking tangible actions to
promote gender equity, with leadership setting the example through their actions. Continuous
training should become a part of the organizational culture.
However, training is not enough. Systemic changes are required to ensure fair treatment
and opportunities for women in IT. This involves revising hiring practices, promotion criteria,
and compensation structures to eliminate biases and promote transparency. Organizations should
also establish metrics to assess the effectiveness of these programs, analyzing data on hiring,
promotions, and retention to pinpoint areas for improvement and ensure accountability.

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Recommendation 6: Education and Early STEM Engagement
The sixth recommendation stressed the importance of promoting lasting change in the IT
sector through education and early STEM engagement. This study found that eight out of nine
participants had not initially planned to enter the IT field. One participant mentioned that she was
unaware that HR IT analytical work was a career option. This approach focuses on creating an
environment that encourages early STEM involvement among young girls and underrepresented
groups, building a diverse talent pipeline for the IT industry.
Introducing girls to STEM subjects at an early age can create interest in the IT sector.
Programs targeting elementary and middle school students play a key role in demystifying
STEM fields, making them more accessible and appealing. Early engagement in STEM also
challenges gender stereotypes, normalizes women’s participation, and contributes to a more
inclusive and diverse workforce.
In addition, these programs could help to develop critical thinking, problem-solving, and
technical skills, which are essential for success in IT careers. This would support further
education and career advancement, creating a pipeline of talented women prepared to enter the
IT field and increase the representation of women in IT leadership. By fostering early interest
and supporting women throughout their careers, the IT sector can build a diverse and inclusive
IT leadership model. This long-term investment is crucial for creating a sustainable pipeline of
women leaders who can drive innovation and success in the IT sector.
Limitations and Delimitations
The study’s scope and parameters are explained through its limitations and delimitations.
Firstly, the study was focused on a small, unique sample of mid- or senior-level women within
the U.S. IT sector. While not comprehensive of all women across industries, this sample offered

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a valuable perspective on women’s experiences in the male-dominated U.S. IT sector. However,
it is acknowledged that a broader sample might have provided more comprehensive insights.
Furthermore, due to time constraints, the study employed only one method, potentially restricting
the depth of understanding regarding participants’ experiences concerning environmental and
systemic factors influencing the underrepresentation of women in leadership roles. The inclusion
of additional methods may have produced more nuanced insights.
Additionally, the study’s findings were limited in generalizability due to the small sample
size, which restricted the extent to which conclusions could be applied beyond the study
population. This limitation underscored the need for caution when interpreting the study’s
findings. Moreover, the integrity of participants’ responses cannot be guaranteed, as the
researcher lacked control over the truthfulness of each participant’s responses.
Lastly, the researcher’s choices may have impacted the data collected, including the
formulation of questions asked of interview participants and the number of observations the
research conducted. While necessary for the study’s execution, these choices should be
considered when interpreting its findings. These limitations and delimitations stressed the need
to analyze the study’s findings carefully and highlighted avenues for future research to address
these constraints.
Recommendations for Future Research
Future research on women’s representation in IT leadership holds great promise for
revealing insights into the persistent underrepresentation of women in the male-dominated IT
sector in the United States. Four primary areas need to be explored.
Firstly, future research could explore the positionality and intersectionality of women in
the IT workforce. This study utilized a small, purposeful sample of nine women in the United

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States, including seven who identified as White, one as Black, and one as Chinese American.
Due to the limited sample size, the study could not comprehensively address positionality and
intersectionality concerns, as only one of the two non-White women experienced issues related
to both gender and race within the IT field.
Secondly, research to gain the male perspective on environmental and systemic factors
contributing to the shortage of women leaders in IT. This involves studying how factors like ingroup distancing influence the advancement of women in IT. Gaining insights from male
counterparts can provide a deeper understanding of the dynamics and identify opportunities to
foster inclusivity.
Thirdly, conducting long-term research to trace women’s career trajectories in IT. This
comprehensive study would involve tracking the long-term paths of women in the IT field,
including retention rates and reasons for leaving IT. Understanding the challenges and barriers
women face over time can inform strategies to enhance retention efforts and promote
advancement opportunities.
Lastly, research will examine the effectiveness of mentors, sponsors, and allies in shaping
women’s careers in IT. Analyzing the impact of these formal and informal relationships can
provide valuable insights into how to strengthen support systems for women entering and
ascending into IT roles. By optimizing these networks, organizations can create an environment
where more women are encouraged to pursue IT careers and are empowered to thrive. Future
research in these areas can provide valuable insights into how to effectively address the
underrepresentation of women in IT leadership roles and create a more equitable and diverse
industry. This research must involve collaboration among academia, industry stakeholders, and
policymakers to drive meaningful and lasting change.

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Conclusion
This study sought to address the persistent underrepresentation of women in leadership
roles within the male-dominated IT sector in the United States. Despite advancements in gender
equity in recent decades, women continue to be significantly underrepresented in managerial and
executive positions within the IT sector. The research aimed to uncover the organizational
environmental and systemic factors contributing to this disparity. This study analyzed data from
nine interview participants and identified five internal business organizational environmental
elements and five systemic or societal barriers that explain why women continue to be
underrepresented in leadership roles in the U.S. IT sector.
This study thoroughly investigated the environmental and systemic factors contributing to
the underrepresentation of women in leadership positions in the male-dominated IT sector. It
sought to provide valuable insights for organizations, policymakers, and advocates working
toward gender equity and diversity in the IT industry. The findings of this research can serve as a
foundation for developing policies and strategies to foster gender diversity and equity in the IT
sector.
Future research could also examine the positionality and intersectionality of women in
the IT industry, as well as the perspectives of men on the internal business organizational
environmental factors and broader systemic or societal issues. Long-term studies tracking
women’s career paths in IT could provide additional understanding of the challenges and
opportunities women encounter over time. Furthermore, research on the effectiveness of
mentors, sponsors, and allies in supporting women in IT roles can provide valuable insights into
how to enhance these relationships and encourage more women to pursue and progress in IT
careers.

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The underrepresentation of women in IT leadership roles is not merely a reflection of
inherent aptitude or ambition but rather a consequence of organizational environmental
inequalities and entrenched systemic or societal biases. By implementing the recommendations
outlined in this study, the IT sector has the potential to instigate meaningful change, encouraging
gender diversity and equity within its ranks. The ultimate goal is a steadfast commitment to
dismantling barriers, amplifying voices, and fostering a culture of equality where individuals can
realize their full potential, regardless of gender.

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Appendix A: Request to Participate Notification
Seeking Virtual Participants for a Research Study
University of Southern California
Rossier School of Education
Organizational Change and Leadership Doctoral Program
PURPOSE
The purpose of this study is to understand the environmental and systemic factors that
may be influencing and contributing to the underrepres entation of women leaders in
the technology (IT) sector through the lived experiences of women who work in IT.
ELIGIBILITY
• Adults between 23 and 80 years of age.
• Individuals who identifies as a woman.
• Individuals with five + years of experience working in the IT sector.
• Currently in a mid-level or senior-level position within the IT sector.
TIME COMMITMENT
4 5-t o-6 0-minute interviews conducted via Microsoft Teams
TO PARTICIPATE
Use the following link https://calendly.com/deniseme/research -study-interview-withdenise -meyer or scan the QR code.
CONTACT INFORMATION
If you are interested in participating
in this study, have questions related
to this study, or would like to learn
more about this study, please contact
Denise Meyer at deniseme@usc.edu.
Appendix A: Request to Participate Notification

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Appendix B: Interview Protocol
1. Let’s start by having you share your name, place of employment, and role within the
organization. Probe: How long have you been working at X? As a leader at X? In IT?
2. What region of the United States do you live in?
3. What degrees have you earned?
4. It would be great to hear about your journey to leadership in IT at X company. Please
tell me a little about that, mentioning some significant milestones.
a. Do you remember any significant challenges? If so, describe.
b. At any point, were you trying to advance to leadership within another IT
company? What was the result and why?
5. Are you satisfied with your current position in IT, or are you interested in further
career advancement within the company/industry?
a. In an ideal world, where would you end your career in IT?
b. To what extent do you think your goal is realistic?
c. What might keep you from ending your career in IT where you want it?
6. As we both know, the IT field, especially leadership within IT, is male-dominated.
Tell me about your experiences as a gender minority within IT.
7. Have you experienced any biases being a woman in IT? If yes, ask to share an
example.
a. Have you ever gone to leadership or HR with concerns? If so, what was the
outcome?

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b. If yes, to what degree, if at all, does the bias you have experienced impact
your expectations of self, others, well-being, work relationships, behavior,
ability to network, and career trajectory?
8. Have you experienced discrimination as a woman in the IT sector? If yes, ask to share
an example.
a. Have you ever gone to leadership or HR with concerns? If so, what was the
outcome?
b. If yes, to what degree, if at all, did the discrimination you experienced impact
your expectations of Yourself and others, well-being, work relationships,
behavior, ability to network, and career trajectory?
9. To what extent have you experienced negative interactions or relationships with other
women within the organization, such as being devalued, undermined, sabotaged,
socially distanced, or bullied? If yes, ask to share an example.
a. If yes, what had an impact on you? Professionally? Does it take a toll?
b. If not, have you ever seen it happening to other women in the organization?
Explore. What, if anything, is done about it? What are the consequences
(personally and professionally) for the people involved?
c. Have you ever engaged in such behavior with other women in the
organization? If yes, ask to share an example. If yes, how do you make sense
of that?
d. If yes, do you have any experience with social distancing? What would need
to change in the IT system to minimize this behavior among women?

137
10. As you reflect on your career trajectory in IT and women’s career trajectories, what
do you see as barriers to advancement to leadership positions?
11. As you reflect on your career advancement experiences in IT, is anything unclear
when it happened?
12. As you reflect on your career advancement experiences in IT, were there important
supports (e.g., mentoring, alleys, sponsors) that were effective for you? If yes, ask to
share an example. Probes: What elements do you see as important in advancing
women to leadership in IT? How do we get there?
13. Do you believe mentorship is important for advancing women in IT to leadership
positions? Probe: Do you see women having the same opportunities as men?
14. Is there anything I did not ask that I should have? Probe: Can you think of other
reasons women might be underrepresented in IT leadership?
15. Is there anything else you would like to share related to your career advancement
experiences within IT?

138
Appendix C: Figure of U.S. Census Regions and Divisions of the United States
Appendix C: Figure of U.S. Census Regions and Divisions of the United States

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Asset Metadata

Creator Meyer, Denise J. (author)

Core Title Identifying the environmental and systemic factors contributing to the underrepresentation of women leaders in the male-dominated information technology sector in the United States

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-08

Publication Date 07/31/2024

Defense Date 06/05/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag allyship,cultural norms,devaluing women’s competencies and expertise,environmental and systemic factors contributing to the underrepresentation of women leaders,environmental and systemic factors contributing to the underrepresentation of women leaders in the male-dominated information technology sector,environmental and systemic factors contributing to the underrepresentation of women leaders in the male-dominated information technology sector in the United States,information technology environmental and systemic factors,in-group distancing,mentorship,OAI-PMH Harvest,organizational culture,patriarchal work culture,societal norms,sponsorship,underrepresentation of women leaders,underrepresentation of women leaders in the male-dominated fields,underrepresentation of women leaders in the male-dominated information technology sector,underrepresentation of women leaders in the male-dominated information technology sector in the United States

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Maccalla, Nicole (committee chair), Hirabayashi, Kimberly (committee member), Maddox, Anthony (committee member)

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Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113998LMR

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